Changes taking place in 21st century society are being felt strongly in various aspects of family education, including the time spent with children (Baráibar, 2005). It is not surprising, therefore, that numerous texts have been published recently emphasizing the value of cooperation between the family and the school, as well as the relationship between such cooperation and children's scholastic progress. Also unsurprising is the creation of agencies, such as the Observatory of parental involvement in education, created by the European Network on Education Governance in Europe (REGE) (see www.parentsparticipation.eu/), which seeks to analyze and promote family involvement in education systems. This is an issue on which experts have been in full agreement and which has filled many pages, first emphasizing the involvement of fathers and mothers in schools and, for some time now, insisting on the need for greater involvement of immigrant parents in their children’s education (Santos and Lorenzo, 2009)

Although studies have shown otherwise, the social perception of immigrant family involvement in education suggests little interest in the school and the educational path of their children, while ignoring the possible impact of other variables that typically affect these people (Santos, Lorenzo and Priego, 2011). Besides the usual difficulties of family intervention, this is probably one of the main explanations for the scarcity of published literature addressing educational activities and immigrant parents and, specifically, reporting on the design, implementation and evaluation of socio-educational intervention programs.

Against this background, this work draws specifically on the design, development and evaluation of a "socio-educational program for immigrant families" in schools in Galicia (Spain). The program, consisting of three modules (educational, social and cultural), had the main goal of improving immigrant families’ knowledge of the educational system and the culture and society of the host country, in order to improve their degree participation in the schools attended by their children.

Given the extent of the research conducted (see Priegue, 2008), this paper only presents results obtained after evaluation of the program’s impact on one of the variables in the educational module. Specifically, we focus on analysis of immigrant families’ ongoing relationship with other agents in the educational community agents (team manager, counselor/tutor), with an emphasis on differences that may exist in terms of ethnic-cultural origin.

Baráibar, J.M. (2005): Inmigración, familias y escuela en educación infantil. Madrid: MEC-Los Libros de la Catarata. Lorenzo Moledo, M.M. et al. (2010). Familias inmigrantes en Galicia. La dimensión socio-educativa de la integración. Madrid: Ministerio de Educación y Ciencia. Priegue, D. (2008). Familia, educación e inmigración. Un programa de intervención pedagógica. Santiago de Compostela: Universidad de Santiago de Compostela. Tesis Doctoral. Santos Rego, M.A. y Lorenzo Moledo, MªM. (2009). La participación de las familias inmigrantes en la escuela. Un estudio centrado en la procedencia. Revista de Educación, 350, 277-300. Santos, M.A.; Lorenzo, M.M. y Priegue, D. (2011). Infancia de la inmigración y educación: la visión de las familias. Revista de Investigación Educativa, 29(1), 97-110.