Between consensus and conflict: Schools and parents negotiating the educational trajectories of students at risk of early school leaving

Authors

DOI:

https://doi.org/10.22325/fes/res.2022.119

Keywords:

Home-school relationships, familial habitus, institutional habitus, early school leaving, educational trajectories

Abstract

There is a vast amount of literature which locates the home-school relationship as a keystone to improving academic outcomes and preventing school dropouts. It is not always sufficiently clear, however, how these relationships are established and function and how they impact on students’ school engagement. This paper draws on the concepts of familial habitus and institutional habitus to better understand how home-school relationships are formed and how they are deeply class-biased. Using in-depth qualitative interviews with parents and teachers from four public secondary schools in Barcelona, this paper examines the factors explaining more and less harmonious relations between these two agents. This article will help shed light on the challenging relation between home and schools, taking into account different sociocultural contexts mediating this interaction and suggesting some implications in terms of educational policy from a social justice perspective.

Author Biography

Marta Curran , Departamento de Sociología Aplicada, Universidad Complutense de Madrid

PhD in Sociology from the Universidad Autónoma de Barcelona and she is currently a professor of Sociology of Education at the Universidad Complutense de Madrid. Member of the research group Globalization, Education and Social Policies [Globalización, Educación y Políticas Sociales] (GEPS) of the UAB and of the Research Group in Sociology of Education [Grupo de Investigación en Sociología de la Educación] (GRISE) of the UCM where she has participated in several competitive research projects at the international and national level and has published in several impact journals. Her research focuses on the analysis of inequalities in education, policy analysis and educational transitions. In addition, she has worked as a consultant for various organizations and public entities on projects focused on early school leaving and transitions between school and work.

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Published

2022-06-24

How to Cite

Curran, M. (2022). Between consensus and conflict: Schools and parents negotiating the educational trajectories of students at risk of early school leaving. Spanish Journal of Sociology, 31(3), a119. https://doi.org/10.22325/fes/res.2022.119