Delpit (1995) defends the parents' reduced involvement with the school, by explaining that schools simply need to understand that these parents are not part of the culture of power and therefore do not live by the same rules and codes as the school staff. The parents transmit, instead, another culture to their children which is important for survival in their communities. The problem arises when this is seen to be at odds with the school's culture, and educators cannot understand these differences in behaviour.

Learning the Code for the Culture of Power

The unwritten code of those in power states that the parents are expected to be regularly involved with activities at school, should monitor their children's academic progress and must initiate contact with teachers if there are any learning difficulties. Involved parents are then believed to be in a better position to support their children's education and participate more fully in the school affairs through volunteer activities or helping with special events.

Only one of the parents from the low-income homes in the study had been regularly involved in supporting any of the school activities as a parent volunteer, although on occasion, others took part in selected special events at the school. If the parents did make a commitment to help with a particular program or activity, they often did not participate on a regular basis. Again, it is difficult for them to make such a commitment, since events in their lives could be all-consuming and the volunteer job would then take a secondary position.

For the teachers who count on the support of a parent who signs up to help, they become frustrated when the parent does not come for the activity. It appears that the teachers, however, do not typically try to explore if there is a reason for the absence or break in the commitment. They then tend to make assumptions and statements about the parent being irresponsible.