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Lewis-McCoy (A Relational Model of Parental Engagement (many parents…

- - - - rules can include school-wide policies such as how to request a teacher or classroom-level policies such as when baked goods can be brought to school
        
        at the school level, formal rules are created by building administrators or dictated by the central administration. At the classroom level, teachers create policies and tasks that are administered by room parents - parents who volunteer to organize classroom matters
  - - - formal networks developed through organizations like the PTA or through “room parents”
        
        “Schools are complex organizations with unique cultures that help shape and structure parental engagement. It is not enough to have a parent who is interested in being engaged; schools and their staff shape and broker what is appropriate or desirable parental engagement.” (Lewis-McCoy, R., 2014, p.69)
      - semi-formal parent networks that began in organizations often extended beyond their original purpose; semi-formal networks made parents aware of extracurricular experiences and bridged geographic divisions through emails to parents about upcoming volunteer opportunities
      - informal social networks tended to be organized around clusters of friends or other affinity groups, such as racially similar parents who discover common cultural interests or political leanings