'You Feel a Bit Lost': A Case Study Interpreting White, Working-Class Mothers' Engagement through Habitus

Autor/inn/en	Wilson, Suzanne; McGuire, Kim
Titel	'You Feel a Bit Lost': A Case Study Interpreting White, Working-Class Mothers' Engagement through Habitus
Quelle	In: British Journal of Sociology of Education, 43 (2022) 2, S.314-331 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Suzanne) ORCID (McGuire, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2026762
Schlagwörter	Whites; Working Class; Mothers; Mother Attitudes; Parent School Relationship; Parent Participation; Foreign Countries; Poverty Areas; Elementary Schools; Secondary Schools; Socioeconomic Influences; Parent Background; Social Theories; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? White; Weißer; Arbeiterklasse; Mother; Mutter; Mutterliebe; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Ausland; Elementary school; Grundschule; Volksschule; Sekundarschule; Sozioökonomischer Faktor; Elternhaus; Gesellschaftstheorie; Case study; Fallstudie; Case Study
Abstract	Bourdieu argued that class-based inequalities influenced educational outcomes and this paper illustrates the relevance of Bourdieu's concepts in understanding one specific community. A wider study by the authors used the concept of habitus to identify factors which impacted on the participants--predominantly white working-class mothers'--perceptions of their engagement with schools. This paper provides two selected case study examples from the wider study which describes the ways these mothers interpret different habitus in relation to education and discusses how habitus can inform understandings of different parental perceptions towards education and how this affects engagement. Schools can use this insight to ensure that parents from such backgrounds feel better able to engage with their children's education. Schools use this insight to inform to ensure that parents from such backgrounds feel able to engage with their children's education, both at home and in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01