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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 - 2019To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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.
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