Seeking a "Critical Mass": Middle-Class Parents' Collective Engagement in City Public Schooling

Autor/inn/en	Posey-Maddox, Linn; Kimelberg, Shelley McDonough; Cucchiara, Maia
Titel	Seeking a "Critical Mass": Middle-Class Parents' Collective Engagement in City Public Schooling
Quelle	In: British Journal of Sociology of Education, 37 (2016) 7, S.905-927 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.986564
Schlagwörter	Public Schools; Urban Schools; Parent Participation; Parent School Relationship; Middle Class; Qualitative Research; Socioeconomic Status; Cultural Pluralism; Social Networks; School Choice; Motivation; Individual Characteristics; Social Capital; Low Income Groups; Parent Attitudes; Enrollment Influences; Community Coordination; Illinois (Chicago); Massachusetts (Boston); Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mittelschicht; Qualitative Forschung; Socio-economic status; Sozioökonomischer Status; Kulturpluralismus; Social network; Soziales Netzwerk; Choice of school; Schulwahl; psychologische; Motivation (psychologisch); Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sozialkapital; Elternverhalten
Abstract	A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents' collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents' use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families "like them" who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents' collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01