While is having parents serve as representatives and

While a few projects
may offer types of parent leadership, Flaugher (2006) proposes that their
chances to really take part in decision making in their children’s programs are
typically very restricted. Research on culturally-diverse families likewise
demonstrates feelings of reservation and distance with respect to family
members from participating in school authority councils (Sohn and Wang 2006;
Schaller, Rocha, and Barshinger 2007). So
as to support a true family-program organization programs must work to balance
the power structure and find ways to incorporate the voices of all families
across race, cultural background and socioeconomic status.

Families turn out to
be more aware of approaches, projects, and activities and gain a sense of
respect inside the school and students will notice that families’ perspectives
are esteemed and represented in the school, when engaged with the
decision-making process which can build a parents’ self-confidence, encouraging
their ability to support their child’s education (Epstein, 2001).the other
benefit is for educators who may gain insight to families’ perspectives
regarding policies and school decisions (Epstein et al., 2009).

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Having families as
true stakeholders in the school creates feelings of ownership of the school’s
programs and activities. Epstein has identified decision making as including
families in school decision making and developing parent leaders and
representatives within the school (Epstein et al., 2009). “Decision making is
having parents serve as representatives and leaders on school committees”
(Tekin, 2011, p. 7). Parents from all racial, ethnic, socioeconomic, and other
groups from within the school population should involve in decision making
activities (Epstein et al., 2009). It’s the school that need to offer
appropriate training for the parent leaders to help them to develop their
leadership skills (Epstein et al., 2009).