An example of how the typical parental involvement scheme of some teachers doesn’t work is evidenced in Martinez and Valazquez’s 2000 article on Hispanic migrant workers. They write that teachers typically hold the expectation that parent involvement in their children’s education should revolve around preparing children for school, coming to school-sponsored events, and doing activities the teacher requests. However, the life circumstances of many Hispanic migrant workers prevent them from fulfilling this role. When these individuals lack time, fluency in English, and educational attainment, they find they are unable to meet teacher expectations. It is not that they are unwilling – it is that they are incapable given their situation.Evidence shows that getting parents involved in their children’s schools can only lead to positive results, but many parents in our multicultural society are unable to mirror the typical “involved parent” image many teachers hold as a standard. Influences of employment can hinder the time available for helping in the classroom, and embarrassment about educational level or language proficiency deter those who would otherwise be able to be active in the classroom. An essay by Cotton and Wickelund (1989) points out that parents from disadvantaged backgrounds can make a difference and feel worthwhile in the classroom if given proper training and encouragement by the school administration and teacher.