Analyzes the language used in parental involvement study reports and shows how certain phrases perpetuate a “deficit” or “empty” perception of diverse or low-income families. An example article discusses highly educated, upper-middle-class parents and uses phrases such as “unpaid teachers’ aides” and “tutors” providing “communication regularly.” A contrasting article discussing low-income, linguistically and ethnically diverse families uses terms such as “at-risk” and repeatedly warns not to expect these parents to provide their children with educational resources, quiet learning environments, or financial support for the school. Another example cites an article that attempts to “empower” Central American immigrant parents with the assumption that they are “lacking” the power to help themselves. Careful scrutiny of language is needed to avoid stereotyping parental involvement programs or any social change programs.
