This interactive session shares frameworks and activities from two parent–teacher–community partnership programs in Texas and Tennessee, both developed to catalyze change toward racial justice in elementary and secondary mathematics. We will share lessons learned from each program, highlighting how we shifted from parents attending events to parent-facilitated mathematics workshops, where parents determine the focus, lead decisions, and co-lead sessions with others. The discussion will focus on how relational trust was intentionally built (and what supported its development) and how workshop and school structures center families as co-learners and co-leaders, ensuring their expertise guides decision-making.
