- Title Pages
- Dedication
- Acknowledgments
- Introduction Producing Success
-
Chapter One The Wilton Way: Middle-Class Culture and Practice -
Chapter Two Parental Support, Intervention, and Policy Manipulation -
Chapter Three The Role of the School: Institutional Advantaging -
Chapter Four Identities for Control and Success: The Acquisition of Psychological Capital -
Chapter Five Teaching the “Point-Hungry” Student: Hypercredentialing in Practice -
Chapter Six “Generation Stress” and School Success -
Chapter Seven Alienation, Marginalization, and Incivility -
Chapter Eight Conclusions -
Appendix WBHS 2002 Student Survey - References
- Index
The Wilton Way: Middle-Class Culture and Practice
The Wilton Way: Middle-Class Culture and Practice
This chapter describes the community examined in this book and the Wilton Way and details the more-or-less shared beliefs that comprise this ideology, including the distinctiveness of the community, community members' awareness of competition, expectations for individual success, and paramount beliefs in the importance of self-worth. The cja[ter shows how class cultural beliefs underlie the local philosophy of schooling, and discusses how this fluid linkage between the community and its schools was a key point of articulation in this cultural system. Details of the Wilton Way are provided in this chapter because it gave the ideological basis for how its residents lived their everyday lives, including the parenting practices, school policies, student identities, and academic strategies. It is noted that nearly ten years earlier, the cultural psychologist William Damon (1995) referred to such parenting styles as “overindulgent.”
Keywords: Wilton Way, community, self-worth, class cultural beliefs, schooling, parenting practices
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- Title Pages
- Dedication
- Acknowledgments
- Introduction Producing Success
-
Chapter One The Wilton Way: Middle-Class Culture and Practice -
Chapter Two Parental Support, Intervention, and Policy Manipulation -
Chapter Three The Role of the School: Institutional Advantaging -
Chapter Four Identities for Control and Success: The Acquisition of Psychological Capital -
Chapter Five Teaching the “Point-Hungry” Student: Hypercredentialing in Practice -
Chapter Six “Generation Stress” and School Success -
Chapter Seven Alienation, Marginalization, and Incivility -
Chapter Eight Conclusions -
Appendix WBHS 2002 Student Survey - References
- Index
