An analysis of Maori parental participation in the New Zealand educational system is presented: Part I is a tentative theory-building exercise for examining existing parental participatory groups; Part II reviews Maori activity on voluntary committees that administer to schools; and Part III sets out some suggestions for research. The typology of parental participatory groups in education is based on "interest" groups (arising from outside the education system), "contest groups" (requiring an election or contest), and "sponsored" groups (arising out of the principle of positive discrimination). Maori parents are, in general, reluctant participants in attempts that schools make to involve them in activities officially sanctioned by schools, and where Maori parents do participate, it is usually in the field of "Maori-oriented activities." Maori parental involvement in schools is determined by variables involving rural or urban contexts and whether communities are predominantly Maori, ethnically mixed (and Maori strength within that mix), and attitudes of principals and teachers in working with the Maori. The research section suggests need for data collation of the number of Maori parents serving on officially constituted bodies. The policy section concludes that until the education system learns to share power, Maori involvement in education will remain peripheral. (BRR)