Family–school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the relationships between parent responsibility and two types of parent social networks were tested according to a partially latent structural equation model. Findings indicate limited contact among parents in schools and a positive, statistically significant relationship between both types of networks and parent responsibility.
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