The DOI matches its Crossref record; 80 of the 80 references it cites were found in a registry or an index.
From Social Ties to Social Capital: Class Differences in the Relations Between Schools and Parent Networks
Abstract
Focusing on parental networks—a central dimension of social capital—this article uses ethnographic data to examine social-class differences in the relations between families and schools. We detail the characteristics of networks across different classes and then explore the ways that networks come into play when parents are confronted by problematic school situations. The middle-class parents in our study tended to react collectively, in contrast to working-class and poor parents. The middle-class parents were also uniquely able to draw on contacts with professionals to mobilize the information, expertise, or authority needed to contest the judgments of school officials. We did not find substantial race differences. We affirm the importance of a resource-centered conception of social capital that grants the issue of inequality a predominant place.
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Cites
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Cited by
Why Do Parents Become Involved? Research Findings and Implications
Hoover‐Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005) · The Elementary School Journal · doi:10.1086/499194 · Cited by 1,274
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007) · Review of Educational Research · doi:10.3102/003465430305567 · Cited by 1,206
Parental involvement to parental engagement: A continuum
Goodall, J., & Montgomery, C. (2014) · Educational Review · doi:10.1080/00131911.2013.781576 · Cited by 571
Social Class Culture Cycles: How Three Gateway Contexts Shape Selves and Fuel Inequality
Stephens, N. M., Markus, H. R., & Phillips, L. T. (2014) · Annual Review of Psychology · doi:10.1146/annurev-psych-010213-115143 · Cited by 539
Closing the social class achievement gap for first-generation students in undergraduate biology.
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014) · Journal of Educational Psychology · doi:10.1037/a0034679 · Cited by 360
Metadata
- Authors
- Horvat, E. M., Weininger, E. B., & Lareau, A.
- Venue
- American Educational Research Journal
- Published
- 2003-01
- Volume
- 40
- Issue
- 2
- Pages
- 319-351
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W1982794871
- Cited by
- 833
- References
- 80
- FWCI
- 61.87
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
