The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents
Abstract
In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as ‘hard to reach’. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the parents were not ‘difficult’, ‘obstructive’, or ‘indifferent’—the kind of behaviour ‘hard to reach’ implies. The article therefore considers that rather than parents being ‘hard to reach’, it is frequently the schools themselves that inhibit accessibility for certain parents. The authors challenge the cultural interference model, arguing that it is incorrect and pathologises parents. The article arises out of a two‐year, Economic and Social Research Council funded, qualitative study of Bangladeshi and Pakistani heritage families and schools, in the north‐east of England.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
Distinction: A Social Critique of the Judgement of Taste*
Bourdieu, P. (2018) · Food and Culture · doi:10.4324/9781315680347-10 · Cited by 20,289
Basics of Qualitative Research
Ozanne, J. L., Strauss, A., & Corbin, J. (1992) · Journal of Marketing Research · doi:10.2307/3172751 · Cited by 17,850
(1990) · Cited by 11,110
The Discovery of Grounded Theory
Glaser, B. G., & Strauss, A. L. (2017) · The Discovery of Grounded Theory · doi:10.4324/9780203793206-1 · Cited by 8,344
Bernstein, B. B. (1971) · Cited by 2,299
Towards a Theory of Educational Transmissions
Bernstein, B. (2003) · Routledge eBooks · doi:10.4324/9780203011430 · Cited by 1,351
(1998) · Palgrave Macmillan UK eBooks · Cited by 1,326
The Volume and Dynamics of International Migration and Transnational Social Spaces
Faist, T. (2000) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780198293910.001.0001 · Cited by 1,270
Education Culture, Economy, and Society
Jonsson, J. O., Halsey, A. H., Lauder, H., Brown, P., & Wells, A. S. (1998) · The British Journal of Sociology · doi:10.2307/591317 · Cited by 1,224
Cited by
Parental involvement to parental engagement: A continuum
Goodall, J., & Montgomery, C. (2014) · Educational Review · doi:10.1080/00131911.2013.781576 · Cited by 571
Do parents know they matter? Engaging all parents in learning
Harris, A., & Goodall, J. (2008) · Educational Research · doi:10.1080/00131880802309424 · Cited by 516
Parental engagement to support children’s learning: A six point model
Goodall, J. (2013) · School Leadership & Management · doi:10.1080/13632434.2012.724668 · Cited by 85
Learning-centred parental engagement: Freire reimagined
Goodall, J. (2018) · Educational Review · doi:10.1080/00131911.2017.1358697 · Cited by 77
Todd, L. (2012) · Children's Geographies · doi:10.1080/14733285.2012.667919 · Cited by 35
Metadata
- Authors
- Crozier, G., & Davies, J.
- Venue
- British Educational Research Journal
- Publisher
- Wiley
- Published
- 2007-06
- Volume
- 33
- Issue
- 3
- Pages
- 295-313
- ISSN
- 0141-1926 (ISSN-L)
- 1469-3518
- OpenAlex
- W2142954137
- Cited by
- 409
- References
- 27
- FWCI
- 39.16
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents. https://app.cochat.ai/papers/10.1080/01411920701243578
- The paper
- Crozier, G., & Davies, J. (2007). Hard to reach parents or hard to reach schools? A discussion of home—school relations, with particular reference to Bangladeshi and Pakistani parents. British Educational Research Journal. https://doi.org/10.1080/01411920701243578
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
