Professionalizing the PTO: Race, Class, and Shifting Norms of Parental Engagement in a City Public School

Autor/in	Posey-Maddox, Linn
Titel	Professionalizing the PTO: Race, Class, and Shifting Norms of Parental Engagement in a City Public School
Quelle	In: American Journal of Education, 119 (2013) 2, S.235-260 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/668754
Schlagwörter	Urban Education; Urban Schools; Public Schools; Race; Social Class; Parents; Middle Class; Fund Raising; Volunteers; Grantsmanship; Parent Participation; Barriers; Social Capital; Parent Teacher Cooperation; Parent Student Relationship; Social Influences; Economic Impact; Educational Opportunities; Elementary Schools; California + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Rasse; Abstammung; Social classes; Soziale Klasse; Eltern; Mittelschicht; Fundraising; Spendensammlung; Freiwilliger; Elternmitwirkung; Sozialkapital; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sozialer Einfluss; Ökonomische Determinanten; Bildungsangebot; Bildungschance; Elementary school; Grundschule; Volksschule; Kalifornien
Abstract	A growing number of parents--particularly middle- and upper-middle-class parents--are working to fill budgetary gaps through their fundraising, grant writing, and volunteerism in urban public schools. Yet little is known about how this may shape norms and practices related to parental engagement within particular schools. Drawing from a case study of an elementary school undergoing demographic shifts in its student population, this article examines the scope and consequences of middle-class parents' collective engagement. The research reveals that parents brought new resources and educational opportunities to the school, yet their engagement through the parent-teacher organization (PTO) and the school's reliance on their contributions engendered tensions and exacerbated existing status positions among parents. The findings highlight the limitations of positioning middle-class parental engagement as a key intervention strategy in urban education. (Contains 4 tables and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10