Avoiding stereotypes and valuing difference
Knowing families well reduces the temptation to stereotype and make negative assumptions about parents' abilities, attitudes, lifestyles and interest in education. Siraj-Blatchford (2004) reminds us how crucial it is, when working with children, not to have low expectations because of stereotypes based on gender, class or ethnicity. In the same way, we need to view parents as individuals and not assume that they share exact experiences, characteristics and views with others of their 'type' - whether this is based on gender, ethnicity, faith group, class, sexual orientation, age or disability. There is as much diversity within perceived 'groups' as between them. Likewise, there are many different models of a family; for example, children may be cared for by one or two parents, members of the extended family, same-sex parents or foster families.
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