Diverse Approaches to Parent Advocacy During Special Education Home—School Interactions

Identification and Use of Cultural and Social Capital

Research output: Contribution to journalArticle

Abstract

Home—school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources parents perceived necessary to their participation via five focus groups of participants from a range of socioeconomic, disability, and racial or ethnic backgrounds through 27 in-depth interviews. NVIVO7 was used to analyze data; categorical meaning and relational themes were coded recursively. Results indicated that intercultural and intracultural differences existed among parents. Advocacy on behalf of one student also required different capital resources than did advocacy for systems change. Discussion focuses on implications of parent advocacy on educational equity.

Original languageEnglish (US)
Pages (from-to)34-47
Number of pages14
JournalRemedial and Special Education
Volume31
Issue number1
DOIs
StatePublished - 2010

Fingerprint

Special Education
cultural capital
special education
social capital
parents
Parents
Economics
interaction
Focus Groups
Interviews
Students
participation
system change
equity
disability
Social Capital
interview
Group
student

Keywords

  • diversity
  • parent involvement

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

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