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Parents and Schools as Partners in a Multicultural, Multireligious Society

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In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involvement and participation are increasingly seen as important elements in the interplay of upbringing and informal and formal education. In this respect it appears that immigrant parents' involvement and participation lag behind that of Dutch parents. This article deals with recent trends in the relationship between schools and parents, its significance for children's development and how it links up with aspects like norms and values, religious education and identity development. The article presents the results of an extensive empirical study conducted in Rotterdam, a city which for some time now has been confronted with the aforementioned demographic phenomena on a massive scale and tries to allow for it in its educational policy. The study focuses particularly on differences and similarities in ideas about the parents-school relationship among ten ethnic groups.


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Affiliations: 1: Institute for Applied Social Sciences (ITS) of the Radboud University Nijmegen


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