An elementary school in Delaware is getting criticized for having separate meetings for parents from different ethnic groups (see Delaware schools: Race-based approach snarls plan for parental involvement).

I’m sure it was a well-intentioned effort to help engage parents, but I think it sends the wrong message. Parents from different ethnic groups might have some different concerns (for example, ELL parents are probably more concerned about services for ELL students than native speaker parents), but schools can also play a key role in helping parents connect with each other about common concerns and build relationships with each other. I could easily see some natural small group divisions that might tend to divide along ethnic lines when it comes to working on specific issues, but, as in effective community organizing, it comes from a united larger group where relationships have been built and done in the context of “dealmaking” (I’ll support you and you support me).

I support the idea of high school ethnic studies classes that are designed to help students see that the greatest racial equality efforts have come when different groups have worked together, and which have regular joint projects between those different classes. I think those are a bit different, though, because in those cases students are a “captive audience” and teachers can ensure that this message and those activities happen.

In parent involvement programs, it’s all voluntary, and schools need to work hard to make sure that divisions are not made worse in everything they do.

What do you think?