Four papers address cultural issues related to the involvement of limited-English-proficient parents in public schools in the United States. "Cultural Issues in Indochinese Parent Involvement" (Bach-Tuyet (Pham) Tran) outlines the linguistic, social, and practical barriers to Indochinese immigrant parent involvement and makes suggestions for changing that situation. "Parental Involvement: Building on Overseas Initiatives" (J. Patrick Redding) examines the ways in which U.S. pre-immigration programs are building potential and expectations for participation in the schools among parents. "Cross-Cultural Policy Issues in Minority and Majority Parent Involvement" (Virginia P. Collier) reviews a variety of concerns related to majority and language-minority parent involvement in general, parent advocacy in bilingual education, parents as teachers' aides and on advisory councils, parent leadership training institutes, parent education, and integrated majority-minority parent involvement. "Why Parent Tutors? Cultural Reasons" (Jose Oliva) gives reasons for training Hispanic parents to be tutors for their children, illustrated with experiences from Family English Literacy programs in five New Jersey communities. A response to the presentations by two specialists is also summarized. (MSE)