Unequal partnerships? School expectations imposed on parents with migration biographies in Austria

Research underscores the importance of positive home-school partnerships in bridging educational gaps for students from diverse backgrounds. However, one-size-fits-all parental involvement overlooks systemic barriers for families with migration biographies. Against this backdrop, this qualitative interview study used an intercultural communication framework with an antiracist, antidiscriminatory lens to analyze guided interviews with 20 primary teachers, 14 principals, and 13 parents in Vienna, Austria. Framework analysis showed educators asserting authority over parental involvement, shaped by institutional control, stereotypes, and cultural assumptions. Parents reported limited information, language barriers, and discrimination yet actively challenged school decisions, foregrounding fairness, equity, and the school's role in learning. We conclude that home-school partnerships are constrained by power asymmetries and deficit narratives. Implications for teacher education include explicit preparation to recognize and mitigate institutional bias, develop linguistically and culturally responsive communication, co-design engagement with families, and teach democratic, shared decision-making practices.