Samarbeid mellom skole og hjem? : En studie av foreldres erfaringer av samarbeid med kommunale skoler i sosioøkonomisk utsatte områder i Landskrona
(2021) SOAM21 20192School of Social Work
- Abstract
- The aim for this study was to examine what expectations parents have on the collaboration with their children’s public school in socio-economically disadvantaged areas in Landskrona and how they experience this collaboration. The aim was also to examine if the collaboration gets influenced by their position in the social class system. Using a phenomenological perspective, the study was based on 12 semi-structured interviews with parents who have children that go to a public school in socio-economically disadvantaged areas in Landskrona. The analysis is based on the theoretical tools from Therborn and Bourdieu about social class and capital in the school system as well as Barth’s theory about how relational, cultural and social interaction... (More)
- The aim for this study was to examine what expectations parents have on the collaboration with their children’s public school in socio-economically disadvantaged areas in Landskrona and how they experience this collaboration. The aim was also to examine if the collaboration gets influenced by their position in the social class system. Using a phenomenological perspective, the study was based on 12 semi-structured interviews with parents who have children that go to a public school in socio-economically disadvantaged areas in Landskrona. The analysis is based on the theoretical tools from Therborn and Bourdieu about social class and capital in the school system as well as Barth’s theory about how relational, cultural and social interaction are factors that serve as a condition to what choice of action a person has. The study shows that parents who have experienced the collaboration being based on teachers treating them as equal and experts on their own child, and also giving time and interest to listen and solve problems, were satisfied with the relationship with the school. However, many parents experienced being ignored and being treated as difficult when they have brought up that their child is having a hard time in school. The study shows that this experience can be connected to their social position in the class system as working-class parents in a disadvantaged and stigmatized area. The study also shows how parents use their capital to make the best of the situation and choose the school which is considered the best in the area based on ”hot knowledge” from their social network. On the other hand, the study also shows that parents haven’t got much of a real choice as their lack of economical capital keep them from moving to another area. Parents describe how they try to meet their responsibility of collaborating with the school and the demands of the teachers. Their reaction can be seen as a response of resignment as they have no other choice than to conform to the demands of the school as they are in an underprivileged position. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9037917
- author
- Aasgaard Keita, Malin LU
- supervisor
- organization
- course
- SOAM21 20192
- year
- 2021
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- collaboration parents school, social inequality, social class, social and cultural capital
- language
- Norwegian
- id
- 9037917
- date added to LUP
- 2021-01-26 13:59:34
- date last changed
- 2021-01-26 13:59:34
@misc{9037917,
abstract = {{The aim for this study was to examine what expectations parents have on the collaboration with their children’s public school in socio-economically disadvantaged areas in Landskrona and how they experience this collaboration. The aim was also to examine if the collaboration gets influenced by their position in the social class system. Using a phenomenological perspective, the study was based on 12 semi-structured interviews with parents who have children that go to a public school in socio-economically disadvantaged areas in Landskrona. The analysis is based on the theoretical tools from Therborn and Bourdieu about social class and capital in the school system as well as Barth’s theory about how relational, cultural and social interaction are factors that serve as a condition to what choice of action a person has. The study shows that parents who have experienced the collaboration being based on teachers treating them as equal and experts on their own child, and also giving time and interest to listen and solve problems, were satisfied with the relationship with the school. However, many parents experienced being ignored and being treated as difficult when they have brought up that their child is having a hard time in school. The study shows that this experience can be connected to their social position in the class system as working-class parents in a disadvantaged and stigmatized area. The study also shows how parents use their capital to make the best of the situation and choose the school which is considered the best in the area based on ”hot knowledge” from their social network. On the other hand, the study also shows that parents haven’t got much of a real choice as their lack of economical capital keep them from moving to another area. Parents describe how they try to meet their responsibility of collaborating with the school and the demands of the teachers. Their reaction can be seen as a response of resignment as they have no other choice than to conform to the demands of the school as they are in an underprivileged position.}},
author = {{Aasgaard Keita, Malin}},
language = {{nor}},
note = {{Student Paper}},
title = {{Samarbeid mellom skole og hjem? : En studie av foreldres erfaringer av samarbeid med kommunale skoler i sosioøkonomisk utsatte områder i Landskrona}},
year = {{2021}},
}