Whether it is for social, cultural, linguistic, or economic
reasons, these parents' voices are rarely heard at school. Perhaps, as
educators, we too readily categorize them as “those other parents” and fail to
hear the concern that permeates such conversations. Because the experiences of
these families vary greatly from our own, we operate on assumptions that
interfere with our best intentions. What can be done to address the widening gap
between parents who participate and those who don't?