ABSTRACT
There has been a great deal of commentary on White parents’ perceptions of, and engagement with, education – and such involvement has been shown to correlate with children’s educational success (Edwards et al., 2000). Our focus in this chapter is on minority ethnic parents’ perceptions of, and interaction with, the British education system (about which far less has been said). We shall begin with a brief summary of the body of research regarding (predominantly) White families’ engagement with their children’s education. We then go on to outline research fi ndings around BME parents’ perceptions of and engagement with their children’s educational institutions. We then analyse the current policy framework that contextualises these issues at present. Proceeding sections discuss data from our own study to examine Chinese parents’ engagement with their children’s education.
