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President's Message
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March 2009
By Patty Christiansen, President
Your Most Powerful PTA Committee
Years ago, our son Michael decided to transfer to a neighboring high school because it offered a sport that was not available at our local school. By this time, I had served in PTA for about 20 years. I felt comfortable in my particular PTA community, and knew almost everyone.
Now, I joined a new PTA with parents I did not know. I went to the first PTA meeting at the new school, fully intent on participating as I always had. The parents at the association meeting smiled at me and seemed nice, but I soon noticed:
- They sat with their friends and did not invite me to sit with them.
- They did not include me on any committees, even though I volunteered.
- They made assumptions about me which were not true.
As a longtime PTA leader and past unit president, how did I react?
Sad to say, I went to three association meetings and then stopped attending regularly. This experience forced me to take a closer look at what inclusion means in our organization.
If you harshly judge parents who do not support your PTA, perhaps you are misreading their lack of involvement. Maybe there are barriers that keep the parents away, even though they are interested.
Consider the following common roadblocks to participation:
Cultural differences: People talk about common courtesy, but courtesy is not common—it is culturally determined. American mannerisms can embarrass or offend people of different cultures; likewise, ways of other cultures may embarrass or offend people from your community.
Language and literacy: Parents who do not speak English—or feel that they do not speak it well enough to be accepted—may find your PTA meetings “too risky.” The same holds true for parents who are not literate.
Time: While a parent may want to become involved at her child’s school, PTA meetings may be held at times that conflict with work or other obligations.
Not feeling valued: Some parents feel that they have nothing to offer. Or, as was my case at the new PTA, they may feel like outsiders, and that what they have to offer is not valued.
Not understanding the system: Although you and I know how to navigate the educational system in California, others may not. Sometimes, our schools are not very “friendly” to parents who are unfamiliar with our schools. All education partners—both schools and PTAs—should be careful not to send the message: “Parents need not interfere.”
School jargon: Another way that we put off potential volunteers is by speaking “education-ese” at our meetings. Acronyms are commonly used in our schools; for example: “Because of the AYP scores, my son had his IEP and they are designating him as LEP.” School jargon puts parents who do not know how the education system works into an “outsiders” group.
Not being part of the clique: My experience showed me that sometimes, without meaning to, our PTA members form a clique that is difficult to enter.
What can you do to help your PTA become more inclusive? Form a welcoming committee to sit with and introduce new members. Prepare a “welcome packet” for newcomers. Make sure that new members are swept into committee work, where they will make fast friends with other PTA members. Provide translation if needed.
In an effort to reach out to our Spanish-speaking leaders, Fourth District PTA has created a Spanish Hotline. Call (714) 540-1575 and you will be greeted in Spanish. Our outreach team, under the guidance of Laura Zuchovicki, will find the answers to your questions or concerns, and return your call in Spanish.
The PTA logo says “everychild.onevoice.” We believe that our motto means “every parent.one voice,” too.