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

• Curran, Marta ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: RES. Revista Española de Sociología, ISSN 1578-2824, ISSN-e 2445-0367, Vol. 31, Nº. 3, 2022 (Ejemplar dedicado a: Comprender las desigualdades educativas cincuenta años después de La Reproducción)
• Idioma: inglés
• DOI: 10.22325/fes/res.2022.119
• Títulos paralelos:
  • Entre el consenso y el conflicto: escuelas y familias negociando trayectorias educativas de jóvenes en riesgo de abandono escolar prematuro
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Es abundante la literatura que sitúa la relación familia-escuela como un factor clave en la mejora del rendimiento académico y la prevención del fracaso escolar. Lo que no queda suficientemente claro es, sin embargo, de qué modo tienen lugar estas interacciones y cómo impactan en la vinculación escolar de los y las jóvenes. Desde una aproximación bourdiesana, esta investigación hace uso de los conceptos de habitus familiar y el habitus institucional con el propósito de explorar cómo se construyen las relaciones familia-escuela y de qué modo estas interacciones están fuertemente sesgadas desde una perspectiva de la clase social. A partir de un estudio cualitativo basado en entrevistas en profundidad a profesorado y familias de 4 institutos públicos de Barcelona, el artículo analiza los factores que explican relaciones más o menos armoniosas entre ambos agentes. Los resultados de este artículo contribuyen a arrojar luz sobre la desafiante relación entre familia y escuela, teniendo en cuenta diferentes contextos socioculturales que condicionan dicha interacción y sugiriendo algunas implicaciones en términos de política educativa desde una perspectiva de la justicia social.

  • English

    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.

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