Parent-teacher Communication: The Case of Diverse Family Patterns

This qualitative study was designed to explore diverse-family parents’ perspectives of their communication with their children's teachers. Semi-structured in-depth non-directive interviews were conducted to gather the participants' descriptions of their experience communicating with the teachers. Findings reveal that teachers tend to avoid classroom discussion of issues related to diverse-family patterns, and are not sufficiently sensitive to children from such families. The parents maintain that teachers should receive formal training to address such issues in class, while acknowledging their own responsibility to explain themselves to the teachers. Study limitations are listed and future research possibilities are suggested.