Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School

Abstract

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial and social class differences (Bryk and Schneider, 2002). This paper examines how relational trust was both fostered and inhibited between low-income parents and their children's teachers in a low-income urban school. Data was collected through a qualitative research design based in observations and interviews in one high poverty urban school. Results suggest that teacher demonstrations of care for their profession, for parents, and for students were the most crucial factors for building parent trust in teachers. Parent competence and integrity emerged as the most salient facets of teacher trust in parents. This research highlights the importance of purposeful teacher action to build trust with low-income parents by demonstrating personal regard for their profession, their students, and their students' parents. Additionally, teachers must become knowledgeable about the strengths and struggles of low-income urban families and the way social class shapes parents' beliefs about childrearing methods and their role in their children's education.