For example, there is cultural variance in the preferred level of directness used in communication. A listener from the former culture may be frustrated by a speaker from the latter, and in some cases may not be able to discern the major point of the speaker. Some cultures may discourage overt confrontation of authority figures, such as school personnel. In these instances, family members may outwardly agree with the position of school personnel, but inwardly disagree. Perceptions regarding the role of the school.
Some cultures embrace a dichotomous view of the role of the school and the role of the home.
In these cases, parents may be offended or confused by what is viewed by school personnel as a routine request or exchange of information. This underscores the importance of initial efforts to develop mutually agreed upon family involvement roles, or to establish a shared understanding of the goals to be accomplished through collaborative efforts. Perceptions regarding the acceptable limits of behavior. The concept of deviant or unacceptable behavior is socially constructed and, to some extent, varies from culture to culture. Consequently, behaviors that may be viewed as problematic by educators may not be seen as such by families.