ABSTRACT
This chapter examines misunderstandings which still characterise relationships between ethnic minority parents and schools, and the stereotypes many teachers still hold of ethnic minority households. It notes assimilationist and nationalistic pressures which do not help teachers to regard ethnic minority parents as equals and to respect their views and needs. The chapter describes recent research in which Bangladeshi parents were interviewed about their views on education and contacts with schools, to illustrate some of the problems encountered by ethnic minority parents in becoming informed about and involved in their children's education. It notes ethnic minority parental representation on governing bodies. The chapter explains that teachers are currently urged to think of parents as clients, consumers and critics rather than as equal partners. It explores, such parents were not well-informed about new curriculum and assessment arrangements and other educational innovations which were intended to raise achievements. The chapter concludes with some recommendations for bringing ethnic minority homes and schools closer together.
