This thesis has a particular focus on organisations set up to support Black parents in their interaction with schools in supporting the schooling of their children aged 11-16. The study portrays the experience of African and Caribbean parents who have used organisations and how the organisations attempt to assist them. The thesis confines itself to case studies of five such Parent Support Organisations. The nature of the support offered by them may broadly be termed advocacy (Advocaid); Mediation (Mediaid); Cultural input into the curriculum (Culturaid) and Home School Liaison (Linkaid) and Community Action (Actionaid). The latter is a result of an action research project that will be described in the thesis. The case studies reveal detailed and richly textured information on the type of assistance these organisations are called upon to provide and the potential impact on the families and the schools of the different strategies and approaches to parental support the organisations adopt. Using case studies of some families being supported by the organisations, the emphasis is on understanding the experiences and perspective of the African and Caribbean families and the strategies and rationale of the organisations set up to support them. In unravelling the circumstances which lead to the need for support, the thesis provides evidence of the current nature of home school interaction for these families. The study reveals how some parental responsibilities and experiences related to parenting and supporting the education of Black children appear to be culturally specific. This evidence has facilitated the generation of new theoretical constructions for home-school relations which reflect the cultural experience of these families and organisations, relating to achievement issues, the exclusion of children and to some extent their parents and cultural relations between the families and schools.