Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

Negotiating the Boundaries of Parental School Engagement: The Role of Social Space and Symbolic Capital in Urban Teachers’ Perspectives


by Tina M. Durand & Margaret Secakusuma - 2019


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Negotiating the Boundaries of Parental School Engagement: The Role of Social Space and Symbolic Capital in Urban Teachers’ Perspectives
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 121 Number 2, 2019, p. 1-40
https://www.tcrecord.org ID Number: 22585, Date Accessed: 10/19/2019 11:29:18 AM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Tina Durand
    Boston University
    E-mail Author
    TINA M. DURAND is clinical associate professor of applied human development at Boston University, Wheelock College of Education & Human Development. Her research examines the school transition experiences of ethnic minority children and adolescents, Latino families’ cultural beliefs about education, and facilitating effective partnerships between ethnic minority families and schools. She is the author of a chapter, “Intersectionality as a Framework for Understanding School Involvement Beliefs of Latina/o Families of Young Children,” that will appear in Academic Socialization of Black and Latino Children (Springer), and coauthor, with Nicole Perez, of “Continuity and Variability in the Parental Involvement and Advocacy Beliefs of Latino Families of Young Children: Finding the Potential for a Collective Voice” (School Community Journal, 2013).
  • Margaret Secakusuma
    Suffolk University
    E-mail Author
    MARGARET SECAKUSUMA is an undergraduate student in the Sawyer Business School at Suffolk University. Her research interests are psychology, consumer behavior, and economics.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS