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AbstractParents—caregivers of children and other kin—often become involved in collective action because they see a need for change, and because it is part of their practice of caring and thriving. This review traces the mobilization of mothers and caregivers working on progressive community organizing campaigns, what we callcollective parent action. We center the experiences of socially marginalized groups and focus on three main areas of inquiry: (1) why caregivers, largely mothers of color, become involved in collective action; (2) what constraints and supports their involvement; and (3) how their involvement shapes them and their families. We end with three main directions for future research and a call for studies to continue to explore the interconnections of gender, family, and collective action.

Transformational family engagement fundamentally changes relationships between families and schools and interrupts deeply held beliefs about low-income, Black, Latinx, Indigenous, or immigrant families, each of which are rooted in systems of racism, classism, sexism, xenophobia, and their intersections. In this paper, we use a community-based collective impact theoretical framework to better understand how the KY Collaborative is aligned with transformational family engagement strategies and promotes and implements systemic, statewide evidenced-based family engagement policies and practices. We present data from interviews with KY Collaborative partners, observations of KY Collaborative events and activities, and survey data. Key findings suggest the KY Collaborative leverages each regional partner's strengths to break through historical barriers that fail to acknowledge the critical role families play both within and outside of schools. Their collective programs and services demonstrate a commitment to strengthening families, building capacity amongst schools and educators, and supporting communities to achieve educational equity. Our findings present implications for other statewide family engagement centers and community-based collaborations for transformational family engagement by highlighting the ways in which the KY Collaborative develops bottom-up leadership, builds dual capacity, shifts power, attends to policy change, and diffuses shared messages, visions, and practices statewide.

Service-learning has the potential to create mutually beneficial relationships between schools and communities, but little research explores service-learning from the community's perspective. The purpose of this study was to (a) understand how community-based organizations (CBOs) benefited from partnering with students and (b) examine whether organizational capacity (e.g., organization size) or employee vision (e.g., belief in the abilities of children) had a greater impact on the extent to which organizations benefited from their partnerships. The sample consisted of 129 CBOs that received a grant from K-12 students engaged in a service-learning program. Organizational capacity was more predictive of CBO behaviors, such as involving students in service projects and interacting with students, whereas employee vision was more predictive of positive CBO beliefs, such as the future potential of their partnership. This study helps service-learning practitioners and researchers understand how to better support CBOs that wish to form meaningful partnerships with schools.