Middle-Class Parents' Educational Work in an Academically Selective Public High School

Autor/in	Stacey, Meghan
Titel	Middle-Class Parents' Educational Work in an Academically Selective Public High School
Quelle	In: Critical Studies in Education, 57 (2016) 2, S.209-223 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2015.1043312
Schlagwörter	Parent School Relationship; Parent Role; Selective Admission; High Schools; High School Students; Interviews; Parent Attitudes; Teacher Attitudes; Parent Participation; Institutional Characteristics; Neoliberalism; Social Capital; Educational Policy; School Choice; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parental role; Elternrolle; Bildungsselektion; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Elternverhalten; Lehrerverhalten; Elternmitwirkung; Neo-liberalism; Neoliberalismus; Sozialkapital; Politics of education; Bildungspolitik; Choice of school; Schulwahl; Ausland; Australien
Abstract	This article reports the findings of a study on the nature of parent-school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of "choice" and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents--all members of the school's Parents' and Citizens' group--theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: "how parents worked to nurture their children's schooling", "reasons behind parents' involvement with the school", and "communication and use of parental resources by the school". Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents' roles within schools, which at times were at odds with the teachers. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school. (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	2020/1/01