This paper describes a research project that uses Pierre Bourdieu's concepts of habitus and cultural and social capital to penetrate how middle-class parents exercise influence and form positive relationships at the neighbourhood public school that serves various ethno-cultural groups of students. One group of white, economically privileged students have populated the school since its founding; the others are new, immigrant, and diverse in ethnicity, race, and immigrant status. The parents of the former group of children enjoy active involvement in the school and trusting relationships with teachers that involves their differentiation from and exclusion of the new immigrant group. While the paper affirms the importance of social class differences in parent involvement, it integrates additional dimensions of immigration status and ethnicity. (Contains 5 notes.)