Teachers’ capital in view of intensive parental involvement in school: the case of teachers in high socio-economic status schools in Israel

Audrey Addi-Raccah, Yael Grinshtain

Research output: Contribution to journalArticlepeer-review

Abstract

Regarding schools as a field in which different groups struggle over influence, we examine how teachers perceive parents’ involvement and what capital they activate while interacting with parents in order to maintain their professional position. Interviews conducted with 20 teachers in high socio-economic status schools in Israel revealed that teachers emphasise that their relationship with parents is based on threat. Hence, they based their relations with parents on their cultural and social capital in order to exclude parents from being involved in school. This approach stands in contrast to current policies that give rise to active parenting. Suggestions for policy formation are presented.

Original languageEnglish
Pages (from-to)599-619
Number of pages21
JournalResearch Papers in Education
Volume33
Issue number5
DOIs
StatePublished - 20 Oct 2018

Keywords

  • Parental involvement
  • cultural capital
  • social capital

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