The collaboration between teachers and parents is a key factor in school quality (Muijs, 2003). However, research suggests that schools with different socio-economic compositions face distinct challenges in fostering effective collaboration. In schools with socially disadvantaged students and parent communities, collaboration is often less frequent or more challenging (e.g., Gomolla, 2009). Studies indicate that parents from marginalized backgrounds feel that their needs and capacities are insufficiently recognized by schools and teachers, which can create barriers to effective engagement (e.g., Fürstenau & Hawighorst, 2008; Killus & Paseka, 2016).

The study builds on sociological theories of education and social inequality, particularly Bourdieu’s theory of cultural and social capital (Bourdieu, 2005) and Lareau’s concept of concerted cultivation and natural growth (Lareau, 1989). These frameworks help explain how differences in parental engagement reflect broader structural inequalities. Bourdieu argues that middle-class families possess cultural and social capital that aligns more closely with school expectations, making collaboration easier for them. Lareau’s work further differentiates between concerted cultivation, characterized by proactive parental engagement, and natural growth, where parents take a more passive role in school-related matters. These differing parental approaches can shape teachers’ perceptions of parental involvement and influence whether collaboration is interpreted as successful or lacking (Lareau, 1989).

The greater the scoio-cultural disparity between teachers and families, the more challenging it becomes to establish a partnership (Chrispeels, 1996). Teachers tend to be less concerned about the absence of highly educated parents than about the absence of parents with lower formal educational qualifications (Sacher, 2011). While numerous studies focus on the perceived deficits in parental collaboration, research on teachers’ perspectives, expectations, and strategies in shaping collaboration remains scarce.

At the same time, institutional and policy perspectives, particularly the legal framework of school collaboration emphasizes the rights of parents for participation, consultation, and information, while leaving the concrete implementation of collaboration largely in the hands of schools and teachers. This discretionary space allows for diverse approaches to collaboration, which may either foster inclusive collaboration or reinforce exclusionary practices. However, there is limited insight into how teachers use this discretionary power in different school contexts.

This study aims to examine variations in teacher-parent collaboration across schools with differently privileged parent communities and explore its role in the reproduction or reduction of social inequality. Specifically, it seeks to answer the following questions:

1. How do teachers conceptualize and implement collaboration with parents in schools with different socio-economic compositions?
2. How does the collaboration experience of teachers differ between schools with more privileged and less privileged parent communities?
3. To what extent does teacher-parent collaboration contribute to maintaining or reducing educational inequalities?

By addressing these questions, the study provides insights into the mechanisms shaping teacher-parent interactions and their implications for students’ educational opportunities. Understanding these dynamics is essential for developing strategies to foster more equitable collaboration and reduce barriers for disadvantaged communities.

This study follows a Sequential Mixed Design to analyze teacher-parent collaboration across schools with differently privileged student and parent bodies. The objective is to identify differences in collaboration practices as well as strategies and mechanisms contributing to the reproduction of social inequalities. By integrating quantitative survey data with in-depth qualitative insights, the study provides a comprehensive perspective on collaboration structures, teacher attitudes, and socio-economic disparities. The study consists of two complementary phases: The first phase (P1) involved a large-scale quantitative survey conducted as part of the project “Developing Potential – Empowering Schools” (University of Duisburg-Essen, TU Dortmund University). The dataset includes responses from school principals, teachers, students, and parents from 36 secondary schools (lower secondary level) located in socially challenging environments. The survey was designed to: - Contrast collaboration-related perspectives between teachers and parents at schools with different socio-economic compositions. - Identify key differences in how collaboration is perceived in schools with highly privileged vs. less privileged parent communities. - Measure frequency and perceived quality of teacher-parent collaboration using standardized survey instruments. To operationalize students’ socio-economic backgrounds, a composite social index was created for each school. This index, based on aggregated socio-economic indicators, served as an analytical measure to examine the relationship between socio-economic background and collaboration patterns. Additionally, it was served as selection criterion for the qualitative part of the study (P2), ensuring that schools with contrasting social compositions were included. Descriptive correlation analyses were conducted to identify statistical relationships between collaboration experiences, perceived barriers, and socio-economic privilege. Building on the quantitative findings, eight schools were selected for an in-depth qualitative investigation focusing on teachers’ perspectives on collaboration. The selection followed a comparative logic to contrast schools with high vs. low socio-economic status (SES). A total of 32 expert interviews with class leading teachers were conducted using an episodic-narrative approach. This method was chosen to capture subjective experiences, expectations, and strategies. The interviews were analyzed using structured content analysis and evaluative content analysis (Kuckartz & Rädiker, 2022), allowing for the identification the identification of patterns in teachers’ collaboration strategies, challenges, and adaption mechanisms. This two-phase design enables a broad in-depth understanding of teacher-parent collaboration. The survey (P1) captures general trends and statistical correlations, while the qualitative phase (P2) provides deeper insights into teachers’ subjective perspectives and coping strategies. The combination of both methods ensures a holistic view of the mechanisms influencing collaboration and their role in shaping educational inequalities.

The findings reveal strong correlations between teachers’ satisfaction with collaboration and the social background of parents. While all schools formally offer similar collaboration formats (e.g., parent-teacher meetings, consultations, and school events), their use and perception differ significantly across school types. Privileged schools tend to foster structured, proactive parent engagement, whereas schools with less privileged parent bodies report lower attendance and engagement levels. The greatest differences emerge in the perceived effectiveness of class representative meetings, which teachers in schools with more privileged parents evaluate more positively. Teachers in schools with less privileged parent groups report more negative collaboration experiences, largely due to normative expectations about parental collaboration. Their ideal parental behavior aligns with parents with high levels of cultural, social, and economic capital – those who understand school structures and expectations, communicate confidently with teachers and have time and resources to engage actively. These normative expectations create varying degrees of “fit” between teachers. In reality, parental behavior varies widely, leading to two distinct cultures of collective collaboration. Privileged schools benefit from alignment with existing structures, whereas disadvantaged schools require adaptive strategies to foster equal educational opportunities. Teachers in schools with less privileged parent groups often describe parents as “difficult to reach”, but this reflects structural mismatches rather than a lack of willingness. The lack of fit between school expectations and parental capacities can result in lower engagement levels, reinforcing inequality-reproducing effects. When collaboration remains inaccessible for disadvantaged parent groups, constructive collaboration becomes yet another privilege that primarily benefits already advantaged students. Teachers’ approaches to collaboration play a critical role – they can either reduce barriers or reinforce existing inequalities through their collaboration strategies, flexibility, and responsiveness.

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