As previously highlighted, there are voices in the classroom that teachers ignore – not consciously, but as a product of the social environment of the school. Delpit (1995) is quick to add that the schools cannot take the full blame and that society contributes to the maintenance of stereotypes which portray some students, as less able and deny them their right to access dominant discourses to have access to economic power. According to Delpit (1995), teachers need to accept students' various home identities and add other voices and discourses. They must hold on to the belief that all children can learn regardless of social class status or other cultural difference and teach to the children's strengths rather than focusing on their needs.

Instead of pointing fingers at parents for being the cause of their children's problems in learning to read and write, Paratore (1995) suggests that parents should be regarded and welcomed by teachers as valuable and committed partners in the process of educating their children. From this perspective, the parents may then feel more comfortable in their interactions and involvement with the school. In a similar vein, Delpit (1988) points out that school personnel will be in a better position to understand what parents are saying about how to best educate their children when parents feel more comfortable in offering their perspectives. In dealing with families it will become easier for educators once they learn to: