Smit, F., Driessen, G., Sleegers, P., & Hoop, P. (2002). Relations between ethnic minority parents and schools. Paper 11th International Roundtable of Scholars on School, Family, and Community Partnerships (INET), New Orleans, LA, USA, April 1, 2002.

1. Relations between Ethnic
Minority Parents and Schools
Paper presented at the Eleventh
International Roundtable on School, Family
and Community Partnerships
Frederik Smit – ITS, University of Nijmegen
Geert Driessen – ITS, University of Nijmegen
Peter Sleegers – Department of Educational
Sciences, University of Nijmegen
Paul Hoop – City of Rotterdam
New Orleans, LA, USA
April 1, 2002

2. Background
1. Developments in Dutch education
2. Developments in parent participation
3. The City of Rotterdam, the Netherlands
hosts some 150 different nationalities;
about 50% of the primary school
students are ethnic minorities.

3. Goal of the present research &
Research questions
The goal of the present research project is to
get a better understanding of the relationships
between the parents of ethnic minority
children and the schools and supporting
institutions in the local community.
Research Questions of the present
research
1. What are the different expectations and
visions on the relations between schools,
parents of ethnic minorities and
communities?
2. What are successful policies (structures,
capacities, systems) that support schools in
creating partnerships with parents of ethnic
minorities and communities?

5. Sample & Design
In the empirical part of this research project a
Delphi survey is conducted among 50 experts
from various European countries, Canada and
the USA.
The sample includes a panel of experts and
policymakers in the field of parent
participation consisting of:
- European Research Network About Parents
and Education (ERNAPE);
- Roundtable on School, Family and
Community Partnerships;
- Association of Moral Education;
- Developing Intercultural Education through
Comparison (DIECEC).

6. Research design and research questions
Figure 1 - Design and research questions
neccessity puts in motion
vision points the way
success makes believe
structures provoke
capacities
systems
spirit gives strength
to create and to build partnerships with families of
ethnic minorities and communities
enable
confirm
QUESTIONS FIRST PHASE SECOND PHASE
inclusion
integrated
planned
participation
strategy
conceptual
map: six types
of Epstein
to be
prepared
support
to be
informed

7. Main results
Question 1.
How can teachers and administrators be
prepared to create partnerships with
families of ethnic minorities and
communities?
Attitude
- Necessity puts in motion
- Vision points the way
- Success makes believe

8. Figure 2 – Collaboration between families
and school
T
une in - Communication - Coordination - Coachin
g
Family School
Child

9. Action
- Structures provoke and capacities make achievable
• abandon the deficit model of families and
parents and adopt a model of inclusion, sharing,
equality and learning of staff and parents
together
• create a shared vision about inclusive parent
participation and understanding of ‘partnership’
that is directly relevant to the school context
- Systems confirm
• Make the school an inviting and welcoming place
for all parents at all levels

10. Question 2
What information do educators need to
build positive relationships with families so
as to keep them involved in their children's
education all across the school years?
Educators need to understand the different kinds of
parent and family involvement such as Joyce Epstein’s
six types, information on the local community (e.g.
kinds of ethnicities represented, family values and
rituals, community ethnic organizations, church
programs for all families, etc.). Her work should be
considered as a conceptual and strategic template in the
professional development process.
Conditions that should be met in order that parent
participation at school may flourish:
- participation culture
- willingness to participate
- participation skills and
- participation culture

11. participation
structure
participation
skills
participation
culture
willingness
to participate
Figure 3 - The four key concepts for
adequate participation

12. Question3.
What are successful policies and procedures
that support schools and community
partnerships?
Integrated planned participation strategy
Parental participation at school will be at its best if parent
representatives develop an integrated planned
participation strategy based on the objectives that should
be achieved through participation at the school within a
defined period of time. This strategy will then be based
on the school’s view of the future. Obviously, the agreed
strategy will have its consequences for the structure and
culture of participation.

13. Figure 4 - Integrated planned participation
strategy
creating support
for
partnership relations
- inclusion minority parents
- conceptual map:
six types of Epstein
- planned activities
- strategy development
participation
structure
participation
skills
to be informed
integrated
planned
participation
strategy
support
participation
culture
willingness to
participate
to be prepared

14. Conclusions
It is important that teachers are being aware of that all
levels have knowledge about different cultures, that is
trained in intercultural skills:
• permitting the parents to participate;
• being aware that all are individuals, even if they are
from the same ethnic minority;
• treating the parents as common parents, not as parents
of ethnic minorities.
It is important that administrators are being aware of the
importance of trying to employ teachers and other staff
with ethnic minorities.
By having an inclusive attitude, policy:
• giving minorities the possibility to have “Saturday-
schools” for all members in the family;
• trying to achieve the knowledge in the mother-
tongue, the own culture/ the second language and the
new culture;
• employing head-teachers who have knowledge and
capacity to create inclusive schools;
• cooperation with different municipality agency.