Abstract: Parental involvement in schools in an emerging democracy has gained
significant attention among school administrators, educators, parents, local
governments, and the international development community; yet, empirical data on this
subject remains sparse. This study aims to examine the patterns of parental involvement
in schools in Croatian communities. Using mixed-methods, the sample size consists of
294 elementary school parents, two focus groups (parents and teachers), and nine
interviews with national and international stakeholders. The study found that, apart from
the educational outcomes for children, parental involvement also may be an important
platform through which parents can practice democratic behaviors and engage in
community-building initiatives. Through school-related activities, parents learn to
interact with a government institution, voice their interests, participate in decisionmaking, leverage and use power, and cooperate with each other and the community.
Findings from this study can have implications for social work practice and social
development assistance by recognizing how engaging parents in school-based activities
can become a platform for community participation and democratic behavior.