Linguistic Capital and Home-School Relationships: Mothers' Interactions with their Children's Primary School Teachers
Linguistic Capital and Home-School Relationships: Mothers' Interactions with their Children's Primary School Teachers
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语言资本与家庭学校关系：母亲与孩子小学老师的互动
DOI：
10.1177/000169939904200205
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发表时间：
1999
期刊：
影响因子：
1.7
通讯作者：
D. Reay
中科院分区：
文献类型：
--
作者：
D. Reay
与老师交谈是家校关系的重要组成部分，但对家长参与的研究很少包括对家校互动的分析。本文借鉴英国一项关于母亲参与孩子小学教育的研究，运用布迪厄的语言和文化资本概念来探讨母亲如何与教师接触以及她们如何看待与孩子老师的接触之间的差异。本文研究了母亲与教师之间的权力关系调节母亲参与的一些方式，并借鉴了经验数据，这些数据表明社会阶层定位对母亲为孩子获得自己想要的东西的能力有着强大的影响。文化资本，包括语言资本、个人经历和母亲自身的教育经历，都有助于母亲在家校互动中的效能感。
Talking to teachers is an important part of home-school relationships, and yet research into parental involvement rarely includes an analysis of home-school interaction. Drawing on a UK study of mothers' involvement in their children's primary schooling, this paper uses Bourdieu's concepts of linguistic and cultural capitals to explore the differences in both how mothers approach teaching staff and how they perceive the contact they have with their children's teachers. The paper examines some of the ways in which maternal involvement is mediated by power relations between mothers and teachers, and draws on empirical data, which suggest that social class positioning has a powerful influence on mothers' ability to get what they want for their children. Cultural capital, including linguistic capital, personal histories and mothers' own educational experiences all contribute to mothers' sense of efficacy in relation to home-school interaction.