toward the students. If staff see the parents as being inadequate, then their intervention should make a positive contribution to helping the students improve themselves through better parental guidance.
In conclusion, the staff's negative stereotyping of the parents, their decision to act as substitute parents, and their conflicts with parents are related to social class and ideological factors. The program ideology requires that its adherents must at least surreptitiously seek someone to blame for the students' at-risk status. The staff selectively interpret their communications with parents, identifying them as possessing deficits that are responsible for this set of circumstances. Social class differences between staff and parents enter into this question because the former see a plethora of valid reasons for looking down on the latter. This makes the process of objectification and negative stereotyping easier for them to accomplish.
In the next chapter, I will discuss the relationship between the program, the students, their parents, and the schools. It will be argued that the program does little to set a framework within which the students can voice their opinions about the schools. Again, this is theorized as being related to ideological and social class factors within the program that serve to resist communication.