Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?

Antony‐Newman, Max

doi:10.1080/01425692.2019.1668748

Cited by 14 publications

(6 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Zhang et al, , 2021. However, due to differences in parents' educational background (cultural capital), not all parents are able to participate in their children's learning (Antony-Newman, 2019). This study further showed that for pupils with low PI, TSR is particularly important.…”

Section: Discussion Of the Resultsmentioning

confidence: 59%

“…On the other hand, this study found that home‐based PI has an important impact on children's academic performance, which is consistent with previous findings (e.g., Avvisati et al, 2014; Jiang & Dong, 2020; H. Wang & Cai, 2017; F. Zhang et al, 2020, 2021). However, due to differences in parents' educational background (cultural capital), not all parents are able to participate in their children's learning (Antony‐Newman, 2019). This study further showed that for pupils with low PI, TSR is particularly important.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

Jian

2021

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

Section: Discussion Of the Resultsmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 99%

The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

Jian

2021

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Cultural capital has engendered debates, notably in North American sociology of education (Lamont and Lareau, 1988). Researchers have extensively explored cultural capital empirically and theoretically, investigating its associations with social class, gender, immigration, and other social and cultural categories (e.g., Antony-Newman 2020;Cartwright 2022;Gupta 2023;Johnson 2022;L€ ow et al 2022;Richards 2020;Watkins 2020). While there have been occasional attempts to boost quantitative measurements of habitus (e.g., Cockerham and Hinote 2009), such efforts remain relatively rare.…”

Section: Contrasting Qualitative and Quantitative Approachesmentioning

confidence: 99%

Students' Academic Habitus and Its Relation to Family Capital: A Latent Class Approach to Inequalities among Secondary School Students¹

de Moll,

Grecu,

Hadjar

2023

Sociological Inquiry

View full text Add to dashboard Cite

Habitus plays a crucial part in Bourdieu's theory of sociocultural reproduction for understanding the persistence of inequalities in the education system. According to Bourdieu, students from homes that are heavily equipped with cultural capital develop a specific kind of habitus, that is, modes of perceiving, thinking, and acting, remarkably well‐adjusted to the expectations of teachers and educational institutions. However, research has rarely tried to measure what we refer to as students' academic habitus to highlight the different types of habitus that students might express toward school. Drawing on data from secondary students in Luxembourg, we employ a latent class approach to operationalize, measure, and explore students' academic habitus. Our investigation comprises three main steps: First, we develop a multifaceted understanding of students' habitus integrating diverse dispositions toward school and learning; second, we identify different academic habitus types: the habitus of excellence, the habitus of goodwill and loyalty, and the habitus of disengagement. Third, we examine how the three habitus types relate to different axes of inequality: socioeconomic status, cultural capital, family employment, gender, and immigrant background. Our typology of habitus bridges the qualitative literature on habitus with existing quantitative operationalizations. The findings show that students with a habitus of excellence are likely to hail from families with favorable parental employment and high cultural involvement.

show abstract

“…Still, parents' ethnic background, migration experience, and different combinations of capital (cultural vs. business middle-class) the families possess also affect how they operate at school. Middleclass families that have migrated to their host country may also experience difficulties in translating their high cultural or economic capital into that of the local schools, even though some gradually become more familiar with the local system through acquisition of social capital and additional education (Lareau and Horvat, 1999;Antony-Newman, 2020).…”

Section: Doxa and Field Change In At-school Parental Involvementmentioning

confidence: 99%

Migrant parents at high school: Exploring new opportunities for involvement

Melnikova

2022

Front. Educ.

View full text Add to dashboard Cite

This article examines the at-school opportunities Norwegian high schools provide for involving migrant parents in their children’s education. The legal and societal expectations of systematic school-home cooperation with all parents at this time of transition to higher education or employment are relatively new in Norway. Thus, how schools act on these expectations as they meet migrant parents is under-researched. To address this gap, interviews with four leaders of three high schools with different sociocultural profiles and observations of meetings with parents at one of the schools were conducted as a part of this study. Examined through a Bourdieusian lens, parental involvement—or rather traditional lack of at-school parental involvement outside crises—can be interpreted as a form of high-school doxa. This unquestionable truth is now challenged as more rights are granted to parents, and new heterodox beliefs and discourses about parents of adolescents at school emerge. At the same time, the schools in the focus of this study appear to have limited room for imagining forms and content of non-crisis communication with the home, especially when parents do not directly claim their rights, as is true for many migrant families. This study thus contributes to the existing research on parental involvement and home-school relations by emphasizing the need for a professional discussion on more equitable and better situated forms of engaging parents, as well as the school’s areas of responsibility in including families in educational communities.

show abstract

Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?

Cited by 14 publications

References 53 publications

The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

Students' Academic Habitus and Its Relation to Family Capital: A Latent Class Approach to Inequalities among Secondary School Students¹

Migrant parents at high school: Exploring new opportunities for involvement

Contact Info

Product

Resources

About

Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?

Cited by 14 publications

References 53 publications

The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

The association between teacher‐student relationship and academic achievement: The moderating effect of parental involvement

Students' Academic Habitus and Its Relation to Family Capital: A Latent Class Approach to Inequalities among Secondary School Students1

Migrant parents at high school: Exploring new opportunities for involvement

Contact Info

Product

Resources

About

Students' Academic Habitus and Its Relation to Family Capital: A Latent Class Approach to Inequalities among Secondary School Students¹