<?xml version="1.0" encoding="UTF-8" ?>
<oai_dc:dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
<dc:title lang="en-US">'Bringing out the best in every child': the participation of middle-class parents in their children's school and education</dc:title>
<dc:creator>Santa Cruz Grau, Eduardo</dc:creator>
<dc:creator>Olmedo Reinoso, Antonio</dc:creator>
<dc:subject lang="en-US">school choice</dc:subject>
<dc:subject lang="en-US">participation</dc:subject>
<dc:subject lang="en-US">social class</dc:subject>
<dc:subject lang="en-US">social reproduction</dc:subject>
<dc:description lang="en-US">This paper analyses the participation of a group of middle-class families in their children’seducation from a qualitative perspective. Firstly, our analysis shows how middle-class families seethemselves as active participants in their children ́s education, incorporating the school’seducational project as a key part of the family project. Middle-class parents use different spacesand mobilise different forms of capital when meeting with teachers and negotiating with otherinstances within the schools, particularly in those ones that are more heterogeneous in terms oftheir social composition. Secondly, our results stress differences in the participation strategiesbetween private and state-funded schools. In the former, the families develop a moreindividualised approach, consisting on direct encounters with teachers and other members of thestaff, especially in those cases where the schools lack collective spaces for participation. In thelatter, an opposite dynamic can be found. In state-funded schools, spaces like the parentsassociation are used by middle-class families with the aim of promoting their own educationalmodels. Finally, we suggest that middle-class families’ participation in schools is oriented towardsthe creation of environments that guarantee the reinforcement of their own values, expectationsand dispositions. A common characteristic of these families is their attempt to materialise theirpositional advantage by using their accumulated capitals, with the aim of ensuring that theirchildren will reproduce, or even improve, their own social position.</dc:description>
<dc:publisher lang="es-ES">Grupo de Investigación FORCE; Universidad de Granada</dc:publisher>
<dc:date>2011-09-01</dc:date>
<dc:type>info:eu-repo/semantics/article</dc:type>
<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
<dc:type lang="es-ES">Artículo revisado por pares</dc:type>
<dc:type lang="en-US">Artículo revisado por pares</dc:type>
<dc:format>application/pdf</dc:format>
<dc:identifier>https://recyt.fecyt.es/index.php/profesorado/article/view/43502</dc:identifier>
<dc:source lang="es-ES">Profesorado, Revista de Currículum y Formación del Profesorado; Vol. 15 Núm. 2 (2011): Globalización, nuevas ruralidades y escuelas; 251-270</dc:source>
<dc:source>1989-6395</dc:source>
<dc:source>1138-414X</dc:source>
<dc:language>eng</dc:language>
<dc:relation>https://recyt.fecyt.es/index.php/profesorado/article/view/43502/25377</dc:relation>
<dc:rights lang="es-ES">Derechos de autor 2015 Profesorado. Revista de Currículum y Formación del Profesorado</dc:rights>
</oai_dc:dc>
<?xml version="1.0" encoding="UTF-8" ?>
<record schemaLocation="http://www.loc.gov/MARC21/slim http://www.loc.gov/standards/marcxml/schema/MARC21slim.xsd">
<leader>nmb a2200000Iu 4500</leader>
<controlfield tag="008">"110901 2011 eng "</controlfield>
<datafield ind1="#" ind2="#" tag="022">
<subfield code="$a">1989-6395</subfield>
</datafield>
<datafield ind1="#" ind2="#" tag="022">
<subfield code="$a">1138-414X</subfield>
</datafield>
<datafield ind1=" " ind2=" " tag="042">
<subfield code="a">dc</subfield>
</datafield>
<datafield ind1="0" ind2="0" tag="245">
<subfield code="a">'Bringing out the best in every child': the participation of middle-class parents in their children's school and education</subfield>
</datafield>
<datafield ind1="1" ind2=" " tag="720">
<subfield code="a">Santa Cruz Grau, Eduardo</subfield>
</datafield>
<datafield ind1="1" ind2=" " tag="720">
<subfield code="a">Olmedo Reinoso, Antonio</subfield>
</datafield>
<datafield ind1=" " ind2=" " tag="520">
<subfield code="a">This paper analyses the participation of a group of middle-class families in their children’s education from a qualitative perspective. Firstly, our analysis shows how middle-class families see themselves as active participants in their children ́s education, incorporating the school’s educational project as a key part of the family project. Middle-class parents use different spaces and mobilise different forms of capital when meeting with teachers and negotiating with other instances within the schools, particularly in those ones that are more heterogeneous in terms of their social composition. Secondly, our results stress differences in the participation strategies between private and state-funded schools. In the former, the families develop a more individualised approach, consisting on direct encounters with teachers and other members of the staff, especially in those cases where the schools lack collective spaces for participation. In the latter, an opposite dynamic can be found. In state-funded schools, spaces like the parents association are used by middle-class families with the aim of promoting their own educational models. Finally, we suggest that middle-class families’ participation in schools is oriented towards the creation of environments that guarantee the reinforcement of their own values, expectations and dispositions. A common characteristic of these families is their attempt to materialise their positional advantage by using their accumulated capitals, with the aim of ensuring that their children will reproduce, or even improve, their own social position.</subfield>
</datafield>
<datafield ind1=" " ind2=" " tag="260">
<subfield code="b">Grupo de Investigación FORCE; Universidad de Granada</subfield>
</datafield>
<dataField ind1=" " ind2=" " tag="260">
<subfield code="c">2016-01-25 00:00:00</subfield>
</dataField>
<datafield ind1=" " ind2="7" tag="655">
<subfield code="a">Artículo revisado por pares</subfield>
</datafield>
<datafield ind1=" " ind2=" " tag="856">
<subfield code="q">application/pdf</subfield>
</datafield>
<datafield ind1="4" ind2="0" tag="856">
<subfield code="u">https://recyt.fecyt.es/index.php/profesorado/article/view/43502</subfield>
</datafield>
<datafield ind1="0" ind2=" " tag="786">
<subfield code="n">Profesorado, Revista de Currículum y Formación del Profesorado; Vol. 15 Núm. 2 (2011): Globalización, nuevas ruralidades y escuelas</subfield>
</datafield>
<datafield ind1=" " ind2=" " tag="546">
<subfield code="a">eng</subfield>
</datafield>
<datafield ind1=" " ind2=" " tag="540">
<subfield code="a">Derechos de autor 2015 Profesorado. Revista de Currículum y Formación del Profesorado</subfield>
</datafield>
</record>
<?xml version="1.0" encoding="UTF-8" ?>
<oai_marc catForm="u" encLvl="3" level="m" status="c" type="a" schemaLocation="http://www.openarchives.org/OAI/1.1/oai_marc http://www.openarchives.org/OAI/1.1/oai_marc.xsd">
<fixfield id="008">"110901 2011 eng "</fixfield>
<varfield i1="#" i2="#" id="022">
<subfield label="$a">1989-6395</subfield>
</varfield>
<varfield i1="#" i2="#" id="022">
<subfield label="$a">1138-414X</subfield>
</varfield>
<varfield i1=" " i2=" " id="042">
<subfield label="a">dc</subfield>
</varfield>
<varfield i1="0" i2="0" id="245">
<subfield label="a">'Bringing out the best in every child': the participation of middle-class parents in their children's school and education</subfield>
</varfield>
<varfield i1="1" i2=" " id="720">
<subfield label="a">Santa Cruz Grau, Eduardo</subfield>
</varfield>
<varfield i1="1" i2=" " id="720">
<subfield label="a">Olmedo Reinoso, Antonio</subfield>
</varfield>
<varfield i1=" " i2=" " id="520">
<subfield label="a">This paper analyses the participation of a group of middle-class families in their children’s education from a qualitative perspective. Firstly, our analysis shows how middle-class families see themselves as active participants in their children ́s education, incorporating the school’s educational project as a key part of the family project. Middle-class parents use different spaces and mobilise different forms of capital when meeting with teachers and negotiating with other instances within the schools, particularly in those ones that are more heterogeneous in terms of their social composition. Secondly, our results stress differences in the participation strategies between private and state-funded schools. In the former, the families develop a more individualised approach, consisting on direct encounters with teachers and other members of the staff, especially in those cases where the schools lack collective spaces for participation. In the latter, an opposite dynamic can be found. In state-funded schools, spaces like the parents association are used by middle-class families with the aim of promoting their own educational models. Finally, we suggest that middle-class families’ participation in schools is oriented towards the creation of environments that guarantee the reinforcement of their own values, expectations and dispositions. A common characteristic of these families is their attempt to materialise their positional advantage by using their accumulated capitals, with the aim of ensuring that their children will reproduce, or even improve, their own social position.</subfield>
</varfield>
<varfield i1=" " i2=" " id="260">
<subfield label="b">Grupo de Investigación FORCE; Universidad de Granada</subfield>
</varfield>
<varfield i1=" " i2=" " id="260">
<subfield label="c">2016-01-25 00:00:00</subfield>
</varfield>
<varfield i1=" " i2="7" id="655">
<subfield label="a">Artículo revisado por pares</subfield>
</varfield>
<varfield i1=" " i2=" " id="856">
<subfield label="q">application/pdf</subfield>
</varfield>
<varfield i1="4" i2="0" id="856">
<subfield label="u">https://recyt.fecyt.es/index.php/profesorado/article/view/43502</subfield>
</varfield>
<varfield i1="0" i2=" " id="786">
<subfield label="n">Profesorado, Revista de Currículum y Formación del Profesorado; Vol. 15 Núm. 2 (2011): Globalización, nuevas ruralidades y escuelas</subfield>
</varfield>
<varfield i1=" " i2=" " id="546">
<subfield label="a">eng</subfield>
</varfield>
<varfield i1=" " i2=" " id="540">
<subfield label="a">Derechos de autor 2015 Profesorado. Revista de Currículum y Formación del Profesorado</subfield>
</varfield>
</oai_marc>
<?xml version="1.0" encoding="UTF-8" ?>
<rfc1807 schemaLocation="http://info.internet.isi.edu:80/in-notes/rfc/files/rfc1807.txt http://www.openarchives.org/OAI/1.1/rfc1807.xsd">
<bib-version>v2</bib-version>
<id>https://recyt.fecyt.es/index.php/profesorado/article/view/43502</id>
<entry>2016-07-31T21:43:58Z</entry>
<organization>G</organization>
<organization>Vol. 15 Núm. 2 (2011): Globalización, nuevas ruralidades y escuelas; 251-270</organization>
<title>'Bringing out the best in every child': the participation of middle-class parents in their children's school and education</title>
<type>Artículo revisado por pares</type>
<author>Santa Cruz Grau, Eduardo; Centro de Investigaciones en Educación de la Universidad UCINF y del Programa de Investigaciones Interdisciplinarias en Educación (PIIE)</author>
<author>Olmedo Reinoso, Antonio</author>
<date>2011-09-01</date>
<copyright>En el momento en que una obra es aceptada para su publicación, se entiende que el autor cede a la Revista PROFESORADO (en adelante RECP) en exclusiva los derechos de reproducción, distribución y venta de su manuscrito para su explotación en todos los países del mundo en formato de revista de papel, así como en cualquier otro soporte magnético, óptico y digital.Los autores cederán también a RECP los derechos de comunicación pública para su difusión y explotación a través de Intranets, Internet y cualesquiera portales y dispositivos inalámbricos que decida el editor, mediante la puesta a disposición de los usuarios para consulta online de su contenido y su extracto, para su impresión en papel y/o para su descarga y archivo, todo ello en los términos y condiciones que consten en la web donde se halle alojada la obra. A su vez, la RECP autoriza a los autores de los trabajos publicados en la revista a que ofrezcan en sus webs personales o en cualquier repositorio de acceso abierto una copia de esos trabajos una vez publicados. Junto con esa copia ha de incluirse una mención específica de la RECP, citando el año y el número de la revista en que fue publicado el artículo o nota de investigación y añadiendo, además, el enlace a la web de la RECP.La RECP también recomienda y permite a sus autores que licencien su obra bajo la licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (CC BY-NC-ND 3.0 ES), que implica que el artículo y la nota de investigación pueda copiarse, distribuirse y comunicarse públicamente bajo la condición de que en los créditos se reconozca explícitamente al autor y la obra bajo la forma establecida por éste, sin derecho a su explotación comercial y la elaboración de obras derivadas.</copyright>
<other_access>url:https://recyt.fecyt.es/index.php/profesorado/article/view/43502</other_access>
<language>Array</language>
<language>Array</language>
<abstract>This paper analyses the participation of a group of middle-class families in their children’seducation from a qualitative perspective. Firstly, our analysis shows how middle-class families seethemselves as active participants in their children ́s education, incorporating the school’seducational project as a key part of the family project. Middle-class parents use different spacesand mobilise different forms of capital when meeting with teachers and negotiating with otherinstances within the schools, particularly in those ones that are more heterogeneous in terms oftheir social composition. Secondly, our results stress differences in the participation strategiesbetween private and state-funded schools. In the former, the families develop a moreindividualised approach, consisting on direct encounters with teachers and other members of thestaff, especially in those cases where the schools lack collective spaces for participation. In thelatter, an opposite dynamic can be found. In state-funded schools, spaces like the parentsassociation are used by middle-class families with the aim of promoting their own educationalmodels. Finally, we suggest that middle-class families’ participation in schools is oriented towardsthe creation of environments that guarantee the reinforcement of their own values, expectationsand dispositions. A common characteristic of these families is their attempt to materialise theirpositional advantage by using their accumulated capitals, with the aim of ensuring that theirchildren will reproduce, or even improve, their own social position.</abstract>
</rfc1807>