Students of Hispanic language minority families (HLMF) are the fastest growing demographic segment in public schools, despite increase or relaxation of immigration restrictions. An academic performance gap persists between Hispanic language minority students and their white peers. Research shows that collaboration between parents and schools which can positively impact student achievement is demonstrably lacking. The study examines experiences and reactions of HLMF with public schools to illuminate reasons for social distancing despite convergent interests of schools and HLMF toward greater engagement. Using qualitative research methods and a hybrid conceptual framework of social field theory (Bourdieu) and symbolic interactionism (Blumer), HLMF experiences and interpretations of interaction with schools are examined to identify misalignments [(dys)regard] in perceptions contributing to social distancing. Data revealed varied ways in which schools, using traditional and generalized discursive practices, fail to recognize or acknowledge needs and concerns of HLMF parents regarding academic achievement of their children. In addition, data revealed that HLMF have insufficient information, communication and understanding of school practices and policies to establish trusting and effective collaboration with schools. Engagement with each other is essential, but non-alignment of perceptions and roles, or (dys)regard, limits development of partnerships. Language difference is a mediating factor, but research findings indicate that perceptions of goals, motivation and practices extend beyond literal translation concerns. Observations of weaknesses in communicative interaction are noted and recommendations for promoting collaboration are discussed. Further research is recommended.