Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships

Lareau, Annette; Horvat, Erin McNamara

doi:10.2307/2673185

Cited by 1,012 publications

(917 citation statements)

References 26 publications

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“…For example, in their qualitative study examining parental involvement in children's schooling, Lareau and Horvat (1999) found that teachers may discount or misinterpret the concerns of African American parents about racial discrimination in the classroom, thereby missing an opportunity to understand a potentially important explanation for a child's failure to achieve. In short, "cultural mismatches" may cause teachers to de-value or misunderstand parental goals and actions, and may result in inaccurate expectations on the part of the teacher about the students' potential.…”

Section: High Parental Expectations Foster Parental Involvement In Scmentioning

confidence: 99%

“…The relatively lower accuracy of grade recall among African American parents in the work of Alexander and colleagues (1994) may be a function of their relationship with teachers and other school staff. Due to the history of racial discrimination within the United States, African American parents are more likely to mistrust the intentions and doubt the fairness of teachers (Lareau and Horvat 1999;Ogbu 2003). If parents perceive teachers as biased or untrustworthy, they may be less likely to see teacher evaluation as a legitimate reflection of their child's potential.…”

Section: What Are the Predictors Of Parental Expectations?mentioning

confidence: 99%

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Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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In this paper, we review research on parental expectations and their effects on student achievement within and across diverse racial and ethnic groups. Our review suggests that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parental expectations among racial/ethnic minority parents than among European American parents. To explain this pattern, we identify three processes associated with race/ethnicity that moderate the relation between students' previous performance and parental expectations. Our review also indicates that the relation of parental expectations to concurrent or future student achievement outcomes is weaker for racial/ethnic minority families than for European American families. We describe four mediating processes by which high parental expectations may influence children's academic trajectories and show how these processes are associated with racial/ethnic status. The article concludes with a discussion of educational implications as well as suggestions for future research.Keywords Parental expectations . Academic achievement . Education . Ethnicity . Race . Socioeconomic statusThe role of parental expectations in affecting children's academic progress has received substantial attention from psychologists and sociologists over the past half century. In general, parental expectations have been found to play a critical role in children's academic success. Students whose parents hold high expectations receive higher grades, achieve higher scores on standardized tests, and persist longer in school than do those whose parents hold relatively low expectations (Davis-Kean 2005;Pearce 2006;Vartanian et al. 2007). High parental expectations are also linked to student motivation to achieve in school, scholastic and social resilience, and aspirations to attend college (Hossler and Stage 1992;

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Section: High Parental Expectations Foster Parental Involvement In Scmentioning

confidence: 99%

Section: What Are the Predictors Of Parental Expectations?mentioning

confidence: 99%

Parental Expectations and Children's Academic Performance in Sociocultural Context

2010

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“…music lessons). However it is important to note that access to, and activation of family capital varies among different individuals and is not guaranteed (Laureau and Horvat 1999;Marjoribanks 2002). In addition, Sen foregrounds the way that, "behaviour depends not only on our values and predispositions, but also on the hard facts of the presence or absence of relevant institutions, and on the incentivesprudential or moral-they generate" (Sen 2004, 43).…”

Section: Connecting Aspirations To Capabilities and Functioningsmentioning

confidence: 99%

How Do Aspirations Matter?

Hart

2016

Journal of Human Development and Capabilities

143

100

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This paper explores the complex roles of aspirations in relation to human development, drawing upon the capability approach. The paper examines the notion of feasibility of aspirations and the impact feasibility judgements have on aspiration formation and aspiration realization, in terms of both capabilities and functionings. In particular this paper extends existing theory by building on Hart's dynamic multidimensional model of aspiration and Hart's aspiration set (2012. Aspiration, Education and Social Justice -Applying Sen and Bourdieu. London: Bloomsbury). The theorization builds on empirical work, undertaken in the UK, seeking to understand pupils' aspirations on leaving school and college at age 17-19 as well as reviewing wider empirical and theoretical literature in this field. The discussion contributes to capability theory by extending understanding regarding first, the way that aspirations are connected to capabilities and functionings, secondly, the processes by which aspirations are converted into capabilities and thirdly, how certain capabilities become functionings. The paper reflects on the criteria that inform choices about the cultivation and selection of different aspirations on individual and collective bases. In concluding the paper the question of, "how do aspirations matter?" is addressed. Ultimately, an argument is made for the need to "reclaim" a rich multi-dimensional concept of aspiration in order to pursue human development and flourishing for all.

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“…We exist in four-, not three-, dimensional social space 1 . As Lareau and McNamara Horvat (1999) explain, in their examination of race capital within American school settings, race demonstrates an independent power to shape key social relationships. Race, across their study schools operated as a medium of social inclusion for white children/parents and social exclusion (mostly) for non-white children/parents.…”

Section: Racial Capital and Four-dimensional Social Spacementioning

confidence: 99%

The Politics of the Data

Walter¹

2010

IJCIS

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The production, analysis and presentation of Indigenous data are not neutral interpretations of numerical counts. Institutionally positioned within a portrayal of Australian national social trends, the data"s ubiquity belies their discursive power. By virtue of the racialised terrain in which they are conceived, collected, analysed and interpreted the data are politicised in ways mostly invisible to their producers and users. This racialised "politics of the data" is the focus of this article. Three examples of how Australia"s racial terrain permeates the field of Indigenous statistical analysis are outlined to demonstrate this phenomenon. The theoretical frame for explaining the politically tilted underpinnings of how Indigenous data are "done" is Pierre Bourdieu"s (1984) concept of habitus, extended to include race as a fourth dimension of social space. The final section challenges researchers to contemplate the possibility of the data conceptualised, analysed and interpreted from an Indigenous methodology.

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Moments of Social Inclusion and Exclusion Race, Class, and Cultural Capital in Family-School Relationships

Cited by 1,012 publications

References 26 publications

Parental Expectations and Children's Academic Performance in Sociocultural Context

Parental Expectations and Children's Academic Performance in Sociocultural Context

How Do Aspirations Matter?

The Politics of the Data

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