Mexican parents’ and teachers’ literacy perspectives and practices: construction of cultural capital

Abstract

This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents’ own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.

Cultural Capital: A Concept Analysis

“…Cultivation transforms as knowledge through practices and a process of customizing: identification and integration into a person. Regarding a practical setting of daily behaviors, research has examined attitude for dietary selection (Fismen, Samdal, & Torsheim, ), values for drinking alcohol (Allan, Clifford, Ball, Alston, & Meister, ), smoking (Haines, Poland, & Johnson, ; Reese, Arauz, & Bazan, ), and a belief in comprehensive health behaviors (Pinxten & Lievens, ). These inbuilt values, beliefs, and attitudes suggest various definitions of “health.” Therefore, practical knowledge constitutes a concept of health.…”

“…A rubric constitutes everything from behavior to customs and is based on cultivation and is affected by norms: this is (Kamphuis, Jansen, Mackenbach, & van Lenthe, 2015). Other research has defined norms as long-lasting dispositions of the mind and body (Kamphuis et al, 2015;Reese et al, 2012), integrated parts of the person (Newman et al, 2013), or guides to what individuals regard as important in life (Kamphuis et al, 2015;Reese et al, 2012). Regarding daily life, research has examined such norms as young people's healthy eating (Fismen et al, 2012); drinking alcohol (Allan et al, 2012); and orientation about higher education, job opportunities, and careers (Royal, 2012).…”

“…In terms of social groups, other research has examined membership of a religious organization (McNamara & Gonzales, 2011), identification toward nonheterosexual people (Slootmaeckers & Lievens, 2014), and sex-specific behaviors (Silva, 2005). National character's behavior and custom is examined such as access to education, employment, and familiarity for art among poor families, ethnic minorities, immigrants, and refugees (Fernandez-Kelly, 2008; Gaddis, 2013;Hernandez & Grineski, 2012;Ovink & Veazey, 2011;Reese et al, 2012;Royal, 2012;Savage & Bennett, 2005;Slootmaeckers & Lievens, 2014;Spencer, 2007;Subiros, 2011;Weine, Ware, & Klebic, 2004;van de Werfhorst & Hofstede, 2007). These rubrics are reproduced through education and lifelong socialization (Gagne et al, 2015).…”

The creation of capital through an ICT-based learning program

“…In this work DiMaggio primarily operationalizes cultural capital as "elite status" [6] or "highbrow" [7] culture, and found strong evidence of school performance effects. This interpretation was well received and has since been expanded [8] [9].…”

Supporting preschool dual language learners: parents’ and teachers’ beliefs about language development and collaboration

“…For instance, parents who had a more difficult time personally learning English were more likely to use more English than Spanish with their children, indicating that they did not want their children to struggle like they did. Reese, Mejía Arauz, and Bazán (2012) also found that Latino parents' transmit experiences to their children that mirror their own educational history. Teachers would benefit from an awareness of this influential factor.…”