Despite the recognized importance of parent engagement, schools often fail to meaningfully engage parents. One approach to help remedy this issue would be to surface educators' beliefs and cognitive maps which inform parent engagement practices. These influential values and belief systems within an institutional field, known as logics, offer a means to analyze and unpack how history and normative parent engagement practices continue to shape how schools invite or exclude parents today. This literature review reveals three logics regarding parent engagement from current and historical literature. The logics of educators know best, parents know best, and parents as partners continue to enable and constrain values and practices of parent engagement. These logics shed light on the dominant ideologies of the relationship between parents and schools and therefore provide an opportunity to challenge the potentially narrow ways educators have conceived of the role of parents.