| Sumario: | This article discusses the factors that produce and influence the problems of school-community relations in low-income urban ghettos. These factors include the generalized perceptions that teachers and poor black parents have about each other, the social status and social class differences, the institutional goals and the racial differences. As school-community relations are a two-way process, that author discusses here these different factors from the perspective of both the parents and the teachers. Some of the major factors are: social status differential, social class differences, and institutional factors, and racial differences. Teachers and low-income African American parents, suggestively, have generalized perceptions about each other which represent the composite of past experiences and the abstractions from them. When teachers and low-income African American parents do interact informally, there are several factors which impede the development of healthy two-way interaction. One factor is the social status differential between the low-income parents and the teachers or principals. This factor applies even when the teachers and parents are both African Americans.
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