From Moral Supporters to Struggling Advocates: Reconceptualizing Parent Roles in Education through the Experience of Working-Class Families of Color

Autor/in	Auerbach, Susan
Titel	From Moral Supporters to Struggling Advocates: Reconceptualizing Parent Roles in Education through the Experience of Working-Class Families of Color
Quelle	In: Urban Education, 42 (2007) 3, S.250-283 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085907300433
Schlagwörter	Biographies; Parent Participation; Parent School Relationship; Educational Opportunities; Educational Change; Parent Role; Working Class; Minority Groups; Case Studies; Beliefs; African Americans; Hispanic Americans; High Schools; Access to Education; Higher Education + Suchen Sie Ihr Suchwort? Biography; Biografie; Biographie; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungsangebot; Bildungschance; Bildungsreform; Parental role; Elternrolle; Arbeiterklasse; Ethnische Minderheit; Case study; Fallstudie; Case Study; Belief; Glaube; Afroamerikaner; Hispanic; Hispanoamerikaner; High school; Oberschule; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	How do marginalized parents construct their role in promoting their children's access to educational opportunity? What lessons might their experience have for our understanding of parent involvement beyond the parameters of traditional models? This qualitative case study examined the beliefs, goals, and practices of 16 working-class African American and Latino parents whose children were in a college access program at a diverse metropolitan high school. It offers an alternative typology of parent roles, which reflects parents' contrasting social and cultural locations, biographies, and perceptions of--as well as relations with--their children and the school. With its highlighting of marginalized parents' voices at a critical juncture in student careers, this article contributes to a more inclusive discourse on families, schooling, and equity. (Contains 2 tables and 1 figure.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10