Class, Capital, and School Culture: Parental Involvement in Public Schools with Specialised Music Programmes

Autor/in	Lilliedahl, Jonathan
Titel	Class, Capital, and School Culture: Parental Involvement in Public Schools with Specialised Music Programmes
Quelle	In: British Journal of Sociology of Education, 42 (2021) 2, S.245-259 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lilliedahl, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1875198
Schlagwörter	Foreign Countries; Parent Participation; Urban Schools; Public Schools; Parent School Relationship; Music Education; Extracurricular Activities; Parent Attitudes; Social Class; Resources; School Culture; Social Capital; Parent Associations; Cultural Capital; Sweden + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Musikerziehung; Außerunterrichtliche Aktivität; Elternverhalten; Social classes; Soziale Klasse; Betriebsmittel; Hilfsmittel; Schulkultur; Schulleben; Sozialkapital; Elternvertretung; Schweden
Abstract	This study examines parental involvement in urban public schools, focusing on how parents in organised school-centred networks support, navigate, and negotiate from their different social positions. The multiple case study of specialised music programmes provides insights into parent strategies and behaviours in intermediate practices between school-based socialisation and extracurricular activities largely run by the parents associations. The paper draws on data from in-depth focus group interviews with members of parents associations in socially, culturally, and historically different schools. Findings demonstrate that parent approaches to specialised education and their modes of involvement vary according to social class, resources, and school culture. There are class-based differences in parent strategies and the way their collective symbolic capital is used in policy negotiation. However, relationships between a parents association and the school administration are generally regulated by the social and cultural history of a particular school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01