Working Class Mothers and School Life: Exploring the Role of Emotional Capital

Autor/in	Gillies, Val
Titel	Working Class Mothers and School Life: Exploring the Role of Emotional Capital
Quelle	In: Gender and Education, 18 (2006) 3, S.281-293 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Coping; Social Bias; Social Capital; Foreign Countries; Social Influences; Middle Class; Working Class; Parent School Relationship; Mothers; Parent Participation; Interviews; Academic Achievement; Conflict; Anxiety; Educational Environment; Emotional Response; Educational Experience; Self Esteem; United Kingdom + Suchen Sie Ihr Suchwort? Bewältigung; Sozialkapital; Ausland; Sozialer Einfluss; Mittelschicht; Arbeiterklasse; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mother; Mutter; Elternmitwirkung; Interviewing; Interviewtechnik; Schulleistung; Konflikt; Angst; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Emotionales Verhalten; Bildungserfahrung; Self-esteem; Selbstaufmerksamkeit; Großbritannien
Abstract	This paper explores the emotional resources generated by working class mothers to support their children at school. Analysis of material from qualitative interview research with a range working class mothers will focus on specific accounts of children's school lives to reveal how situated meanings can clash with institutional expectations. By drawing on the concept of emotional capital I show how sanctioned models of parental involvement in education demand an emotional investment that makes considerably more sense to middle class mothers, reaping academic success and a positive experience of intimacy. In contrast working class parents and their children commonly experience school in terms of conflict and stress, requiring a different kind of emotional capital. For these mothers, emotional investments are focused on keeping their children safe, soothing feelings of failure and low self-worth, and challenging injustice. The paper argues that material and social contexts shape and contain mothers' emotional commitments to their children and calls for a greater recognition of the contributions made by working class mothers in enabling their children to survive school. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10