Moments of social inclusion and exclusion, race, class, and cultural capital in family-school relationships

This article presents a case study of parents' involvement with their third-grade children. Using interviews and classroom observations, the research revealed how some black parents, deeply concerned about the historical legacy of discrimination against blacks in schooling, approach the school...

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Bibliographic Details
Published in:Sociology of education 1999, Vol.72 (1), p.37-53
Main Authors: Lareau, Annette, MacNamara Horvat, Erin
Format: Article
Language:English
Subjects:
African Americans
Alienation
Attitudes
Black people
Black White Differences
Black white relations
Blacks
Case studies
Children
Class Differences
Cultural Capital
Education discrimination
Educational sociology
Einstellung (Psy)
Elementary School Students
Elementary Secondary Education
Eltern
Equal Education
Ethnische Gruppe
Factors
Family School Relationship
High schools
Midwestern USA
Parent Role
Parent School Relationship
Parental Attitudes
Parental participation
Parents
Parents & parenting
Politics of Education
Race
Racial Bias
Racial discrimination
Rassenintegration
Rassismus
Schools
Schule
Schwarzer
Schüler
Social Capital
Social class
Social classes
Social Closure
Social inequalities
Social Integration
Social interaction
Sociology
Sociology of education. Educational systems. Lifelong education
Soziale Herkunft
Student Attitudes
USA
Whites
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Summary:This article presents a case study of parents' involvement with their third-grade children. Using interviews and classroom observations, the research revealed how some black parents, deeply concerned about the historical legacy of discrimination against blacks in schooling, approach the school with open criticisms. Since educators seek a positive and deferential role for parents in schooling, race appears to play an independent role in parents' ability to comply with educators' requests (although social class also mediates the ways in which black parents express their concerns). The results highlight the difference between possession and activation of capital and the value accorded displays of capital in particular settings. Taken together, the findings suggest the importance of focusing on moments of inclusion and exclusion in examining how individuals activate social and cultural capital. (DIPF/orig.)
ISSN:0038-0407
1939-8573
DOI:10.2307/2673185