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This article discusses a theoretical model of the parental involvement process that addresses (a) why parents become involved in their children's education, (b) the forms their involvement takes, and (c) how their involvement influences both proximal (e.g., motivation) and distal (e.g., achievement) student outcomes. The authors describe how school counselors can use this model to enhance schools' and parents' capacities to engage parents effectively in children's education. Specifically, they articulate how school counselors can educate teachers and parents about the importance of teacher and school invitations to involvement, productive forms of involvement, and students' active role in shaping their own educational outcomes. The authors briefly discuss future directions for research on parental involvement in the school counseling context.
Walker et al. (Fri,) studied this question.