Making It Work for Their Children: White Middle-Class Parents and Working-Class Schools

Autor/inn/en	Crozier, Gill; Reay, Diane; James, David
Titel	Making It Work for Their Children: White Middle-Class Parents and Working-Class Schools
Quelle	In: International Studies in Sociology of Education, 21 (2011) 3, S.199-216 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2011.616343
Schlagwörter	Middle Class; Parent Participation; Parent School Relationship; Working Class; Urban Schools; High Achievement; Advantaged; Intention; Intervention; Academic Achievement; Whites; School Choice; Social Capital; Cultural Capital; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Mittelschicht; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Arbeiterklasse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; White; Weißer; Choice of school; Schulwahl; Sozialkapital; Ausland; Großbritannien
Abstract	The white middle-class parents who chose to send their children to urban comprehensives largely rejected engaging in the usual competitiveness for educational success. Nevertheless the parents in our study still found themselves wittingly or otherwise captured by that same discourse. Their children are high achievers and are regarded as a valuable resource for their comprehensive schools generating high volume capital. However, in spite of this, the parents do not leave such success to chance. Drawing on an ESRC-funded research project (Educational Choices and the White Urban Middle-Classes RES-148-25-0023) we analyse how middle-class parental involvement is part of the age old process of social reproduction and the transmission of parents' middle-class privilege to their children, almost regardless of their intentions. Not only are the parents interventionist in their children's schooling, they draw on and dispose their own privileged capitals to prepare and position their children for educational success. (Contains 5 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10