Abstract
Purpose. The purpose of this study was to identify the degree to which parents are involved in the decision-making process in elementary level curriculum development in Orange and San Diego Counties, California. It also studied the roles parents assume in the decision-making process and the effect that parental roles have on the success of the overall curriculum development process. Methodology. Using descriptive research to answer four of the research questions, the researcher conducted semistructured telephone interviews of district administrators and teachers who served on curricular committees alongside parents. A qualitative approach was used to analyze the data collected to answer the four research questions. A correlational research approach was used to answer the fifth research question. Data to answer this question were also taken from the interviews. Findings. Approximately 50 percent of the districts studied involved parents in decision making in two or more curricular areas. Parent participants serve in one of three roles on decision-making teams. These include, exclusively task, exclusively relational, or a role which was a combination of both task and relational. The parents in this study were overwhelmingly seen in a helping role in the decision-making process. Only 4 of the 72 participants interviewed saw parents in a less than helping role. Eight helping traits exhibited by parents were identified along with seven hindering traits. Committees in which parents played a task role tended to rate their curriculum development process as more successful than when they played a relational role. Conclusions and recommendations. Parents are an important element of curriculum decision-making teams. They add credibility, new perspectives, and support to the process. The curriculum development process will take more time when parents are included in decision making. Parents need additional training and the ability to express their point of view. More needs to be done to include parents in this arena. Parents remain an underused resource in educational decision making. Curriculum administrators should be encouraged to include parents in decision making processes. Though the process may not always be easy and will undoubtedly take more time, the payoff will be well worth the investment.