Parents’ Roles in Mediating and Buffering the Implementation of an Urban School Reform

Datos Bibliográficos

ID9729240
AutoresMaria Martinez-Cosio (University of Texas,), Maria Martinez‐cosio (0000-0003-0136-7229, autor de correspondencia)
Año2010
Volumen42
Número3
Páginas283-306
Fecha de publicación2010-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124509356665
OpenAlexW2138728273
IdiomaEN
Citas recibidas14
Referencias citadas33

This article presents an analysis of a Latino parent group and an African American parent group in California who struggled to engage with a contentious urban school reform. Using Bourdieu’s cultural capital framework, the study focuses on the institutional responses to parent involvement, and the inequality in access that occurs as capital from different parent groups is validated or dismissed. Findings suggest that researchers also focus on school district responses to parents’ efforts at engagement and help highlight institutional obstacles

Cultural capital · Focus group · Inequality · Political science · Social capital · Social science · Sociology · Diverse Education Studies and Reforms · Gender Studies · Parental Involvement in Education · Psychology · School Choice and Performance