This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Trainor, A. A. Search for Related Content Social Bookmarking                         What's this?

Diverse Approaches to Parent Advocacy During Special Education Home–School Interactions: Identification and Use of Cultural and Social Capital

University of Wisconsin

^* To whom correspondence should be addressed. E-mail: aatrainor{at}wisc.edu.

	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.

First published on October 9, 2008
Remedial and Special Education 2008, doi:10.1177/0741932508324401


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?