Parent involvement has been shown to have positive effects on student achievement and engagement, yet the lack of necessary social and/or cultural capital prevents some parents from being involved. Applying a conceptual framework based on Bourdieu's concepts of social and cultural capital, this study examines the social and cultural capital that one parent advisory group possessed and the influence their involvement had on student engagement at an upper middle class high school. This qualitative study used a semi-structured interview protocol and narrative inquiry approach. Using NVivo software, 15 participants' interviews were coded and analyzed for emergent themes in the areas of social and cultural capital. Twelve themes emerged. Social capital themes included: Group memberships that provided a sense of empowerment and responsibility, social networks that highlighted the importance of the community and knowing the right people, and relationships that were purposeful, caring, supportive, and trusting. Cultural capital themes included: having privileged status, knowing how the system works, setting priorities for action and change, and having high expectations and values. Despite the fact that these parents had an extensive network of social and cultural capital, the findings from this study suggests caring relationships that instill a value in education, and that high expectations might be the most important form of capital parents need to be effectively involved. Implications and recommendations for practice and future research are discussed.
|Advisor:||Lalas, Jose W.|
|Commitee:||Hunt, Christopher H., Morgan, Ronald D.|
|School:||University of Redlands|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational psychology, Secondary education|
|Keywords:||Cultural capital, Parent involvement, Social capital, Student engagement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be