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Producing SuccessThe Culture of Personal Advancement in an American High School$
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Peter Demerath

Print publication date: 2009

Print ISBN-13: 9780226142395

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226142425.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 18 September 2021

Parental Support, Intervention, and Policy Manipulation

Parental Support, Intervention, and Policy Manipulation

Chapter:
(p.48) Chapter Two Parental Support, Intervention, and Policy Manipulation
Source:
Producing Success
Author(s):

Peter Demerath

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226142425.003.0003

This chapter examines the role of parents in supporting their children's academic achievement, and the distinctive combination of affective support, high expectations, and pressure or “pushing” that were typical of the parenting styles in the community are also discussed. The chapter describes the ways in which they routinely intervened with individual teachers when they judged that their child's work had been evaluated unfairly. The stringent efforts of Wilton parents to exert control over their children's educational experiences and futures contrast sharply with the stance of parents in Manus. Parents' support of their children's academic work, interventions with teachers, and manipulations of policy, all with varying degrees, drew on their middle-class cultural know-how and social and professional networks. The ways in which some parents used their class cultural know-how and social and professional networks to appropriate special education policy for the benefit of their children are also examined.

Keywords:   academic achievement, pushing, parenting styles, community, parents, professional networks

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