Parents children and the school experience: Asian families’ perspectives
Title
Parents, children and the school experience: Asian families’ perspectives
Reading status
Voluntary
Action
None
Context
Parents children and the school experience: Asian families’ perspectives reports on research about what parents of
Bangladeshi and Pakistani origins understand about the education system, the educational experience of their
children, and how they view their own role in relation to their children's education. The research also tried to develop
an understanding of the children's own perspectives on their education, their aspirations and what they feel about
their parents' involvement in their education. The research was carried out in the North East.
Keywords
Parents, children and young people, schools, Bangladeshi Heritage, Pakistani Heritage
Abstract
This briefing summarises:
 Bangladeshi and Pakistani parents’ knowledge, views and expectations of the education system
 Their hopes and aspirations for their children
 The nature of the relationship between the Asian parents and their children's school
 The young people's views on their education, and on their parents' involvement
 Schools’ views on the relationship with Bangladeshi or Pakistani parents and their expectations of them.
Author
Chris Palmer: Policy Development
Date Created
12 November 2004
Enquiries to:
chris.palmer@birmingham.gov.uk
Learning and Culture: Policy Development
©Birmingham City Council
November 2004
Page 1 of 3
Parents children and the school experience: Asian families’ perspectives
With reference to
The publication states
Bangladeshi and
Pakistani parents’
knowledge, views
and expectations
of the education
system

Most Bangladeshi parents knew very little about the education system or what their children did in school or how
they were progressing. The level of knowledge and understanding amongst the Pakistani parents was more
mixed. Some parents seemed to understand little, but most parents had a broad understanding of the education
system and their child’s general progress. Pakistani parents expressed a range of concerns, including teachers’
low expectations of their children and the variability of educational standards between schools. Back
Their hopes and

aspirations for their
children
Parents, irrespective of their ethnicity or socio-economic backgrounds expressed a value for education and
desire for their children to do well. Some parents had high aspirations for their children wanting them to go to
university and become doctors. Many parents however, said it was up to their children to decide and it depended
on their children’s ability, especially in the Bengali community.
Parents from both communities spoke about the importance of protecting their daughters and expressed concern
about the impact of ‘western’ values on their moral development. A minority of other fathers had some
reservations about the necessity of post 16 education for their daughters, although others saw the advantages of
education for women. Back

The nature of the
relationship
between the Asian
parents and their
children's school
Bengali parents:
 There was limited contact between the Bengali parents and either the primary or secondary school, although
there was some evidence that this was beginning to change with mothers of younger children. The main contact
with secondary schools was about disciplinary issues. Usually the school instigated this contact.
 Most Bengali parents did not feel able to help their children with homework, although some did if they could.
Most saw themselves as having a very general role to play in their children’s education, providing a supportive
home and family background and giving encouragement.
Pakistani parents: the research identified three types of behaviour amongst Pakistani parents:
 Those who were informed and proactive, helping with homework and providing resources
 Those who had some educational knowledge but had minimal contact with the school, monitored homework but
were not proactive if they had a concern
 Those who had little knowledge of their children’s schooling and virtually no contact with the school. These
Learning and Culture: Policy Development
©Birmingham City Council
November 2004
Page 2 of 3
Parents children and the school experience: Asian families’ perspectives
parents tended to leave educational decisions to the children.
Parents’ involvement is influenced by a number of factors, not simply cultural factors. Schools did not always take
into consideration particular needs of parents. Lack of knowledge about the education system, and a lack of tradition
in questioning professionals and in some cases limited use of English inhibited interaction with the school. Back
The young
people's views on
their education,
and on their
parents'
involvement





Schools’ views on
the relationship
with Bangladeshi
or Pakistani
parents and their
expectations of
them





The social aspects of school are the highlight of the school experience. For many of the male respondents,
school was boring, which might account for their lack of enthusiasm and for some truancy.
Most mentioned the value and importance of education as a means of getting a good job and enjoying a good
future, but some had no understanding of how to position themselves appropriately to achieve their aspirations.
Racial harassment and abuse was a prominent theme in the majority of interviews in both communities. In some
schools, it was a daily occurrence of verbal and at times physical abuse.
According to the students there was often no point reporting such incidents as they were not dealt with
effectively.
In general, Year 6 students were positive about school. Children were generally looking forward to secondary
school but some were apprehensive about the size of secondary schools, and also the reported fighting and
bullying. Having a sibling, other family member or friend at the school was very important with regard to these
concerns. Back
Headteachers’ views on limited contact with Bengali parents bore out what the parents themselves said to us.
Headteachers tended to think that Bangladeshi parents were not interested in their children’s education
Primary schools said that Pakistani parents attended when they were specifically invited to do so, although many
teachers said that they had to make great efforts to achieve this. In secondary schools attendance was variable.
The primary schools had closer relationships with the minority ethnic parents.
Developing successful relations relied on the personality of individuals, usually the headteacher. There was little
emphasis in secondary schools on personal contact. Relationships were more formalised through written
communication that not all parents received or could read. Schools with significant numbers of children who
spoke English as an additional language employed bilingual assistants who liaised with parents.
Some primary schools recognised the importance of acknowledging the cultural diversity of their community and
tried to encourage parents’ involvement through cultural events. Some primary schools held workshops targeted
at minority ethnic parents to inform them of the education system and the teacher’s work. Back
Learning and Culture: Policy Development
©Birmingham City Council
November 2004
Page 3 of 3