Reframing the Narrative

This article situates a UK‑wide Parenting Perceptions and Stereotypes Survey (2023; n = 65) within the field of educational and life transitions. Drawing on transitions theory—especially Schlossberg’s (1981) 4S framework and Ecclestone et al. (2010) life course synthesis—together with bioecological perspectives (Bronfenbrenner, 1979), sociology of education (Bourdieu, 1986; Bourdieu & Passeron, 1990; Reay, 1998; Vincent & Ball, 2006), and decolonial/connected sociologies (Mignolo & Walsh, 2018; Santos, 2014; Bhambra, 2014), the paper interrogates how racialised perceptions of South Asian parenting shape micro‑ and meso‑level processes at key transition points (home to early years, primary to secondary, and post‑16/higher education). A UK‑wide survey explored societal and institutional perceptions of South Asian parenting, capturing the broader contextual factors that shape these understandings. Despite their demographic significance and cultural contributions, these communities are frequently subject to reductive stereotypes, particularly in interactions with schools, healthcare providers, and social services. Drawing on a mixed-methods approach, the study integrates quantitative data with qualitative narratives from sixty-five participants to critically examine how such perceptions are constructed, sustained, and challenged. Situated within a decolonial framework, the research foregrounds the voices and lived experiences of South Asian parents, challenging deficit-based models that dominate mainstream discourse. The article argues for a reframing of parenting narratives to reflect the diversity, agency, and contextual realities of these communities. By doing so, it contributes to a more equitable and culturally responsive understanding of parenting in contemporary Britain.