What Can Parents Tell Us about Poverty and Literacy Learning? Listening to Parents over Time

Autor/inn/en	Compton-Lilly, Catherine; Delbridge, Anne
Titel	What Can Parents Tell Us about Poverty and Literacy Learning? Listening to Parents over Time
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2019) 5, S.531-539 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.923
Schlagwörter	Poverty; Literacy; Parent Attitudes; African American Family; Social Capital; Case Studies; Low Income; Longitudinal Studies; Urban Areas; Economic Factors; Academic Achievement; Educational Finance; Teacher Role; Advocacy; Barriers; African American Students; Academic Aspiration + Suchen Sie Ihr Suchwort? Armut; Alphabetisierung; Schreib- und Lesefähigkeit; Elternverhalten; Sozialkapital; Case study; Fallstudie; Case Study; Niedriglohn; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Stadtregion; Ökonomischer Faktor; Schulleistung; Bildungsfonds; Lehrerrolle; Sozialanwaltschaft; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	In this article, the authors use Bourdieu's conceptualization of capital and data from two longitudinal case studies to explore how financial challenges impacted learning opportunities for two children in a high-poverty urban community. Interview data collected from two African American families over a 10-year period were analyzed with attention to the role of economic academic capital (resources and experiences that require financial investment and translate to school success) in children's school trajectories. Findings revealed that the families' homes, schools, and community lacked economic academic capital and that this dearth had dire consequences for the children's academic careers. However, the families could access other forms of capital, namely, embodied academic capital and social academic capital. These findings point to the important role that teachers can play when they act as advocates for students from low-income backgrounds and their parents when they encounter educational and economic barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01