Diverse Approaches to Parent Advocacy During Special Education Home—School Interactions: Identification and Use of Cultural and Social Capital

Remedial and Special Education

Volumn 31, Issue 1, 2010, Pages 34-47

  Trainor, Audrey A ^a  

^a Wisconsin Department Natural Rsrc   (United States)

Author keywords

diversity; parent involvement

Indexed keywords

EID: 84993682614     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/0741932508324401     Document Type: Article

References (52)

1. Adkins, L. ( 2005). Social capital: The anatomy of a troubled concept. Feminist Theory, 6, 195-211.
2. Biklen, D. ( 1976). Advocacy comes of age. Exceptional Children, 42, 308-313.
3. Blue-Banning, M., Summers, J.A., Frankland, H.C., Nelson, L.L., & Beegle, G. ( 2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70, 167-184.
4. Bourdieu, P. ( 1974). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change. London: Tavistock.
5. Bourdieu, P. ( 1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
6. Bourdieu, P. ( 1990). The logic of practice. Stanford, CA : Stanford University Press.
7. Brantlinger, E., Jiminez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
8. Coffey, A., & Atkinson, P. ( 1996). Making sense of qualitative data: Complementary research strategies. Thousand Oaks, CA: Sage.
9. Cortiella, C. ( 2005). No Child Left Behind: Understanding assessment options for IDEA-eligible students. National Center for Learning Disabilities. (ERIC Document Reproduction Service No. 486453)
10. Council for Exceptional Children. (2001). Improving family involvement in special education [Electronic version]. Research Connections in Special Education, 9.
11. Dornbusch, S.M., & Glasgow, K.L. ( 1996). The structural context of family-school relations. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 35-44). Mahwah, NJ: Lawrence Erlbaum.
12. Eccles, J.S., & Harold, R.D. ( 1996). Family involvement in children's and adolescents’ schooling. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 3-4). Mahwah, NJ: Lawrence Erlbaum.
13. Epstein, J.L. ( 1996). Perspectives and previews on research and policy for school, family, and community partnerships. In A. Booth & J. F. Dunn (Eds.), Family-school links: How do they affect educational outcomes? (pp. 209-246). Mahwah, NJ: Lawrence Erlbaum.
14. Ferguson, D.L. ( 1984). Parent Advocacy Network. Exceptional Parent, 14(2), 41.
15. Fitzgerald, J.L., & Watkins, M.W. ( 2006). Parents’ rights in special education: The readability of procedural safeguards. Exceptional Children, 72, 497-510.
16. Garcia, S.B., Perez, A.M., & Ortiz, A.A. ( 2000). Interpreting Mexican-American mothers’ beliefs about language disabilities from a sociocultural perspective. Remedial and Special Education, 21, 90-120.
17. Harry, B. ( 1992). Cultural diversity, families, and the special education system. New York: Teachers College Press.
18. Harry, B., Allen, N., & McLaughlin, M. (1995). Communication versus compliance: African American parents’ involvement in special education. Exceptional Children, 61, 364-377.
19. Harry, B., & Klingner, J. ( 2006). Why are so many minority students in special education? New York: Teachers College Press.
20. Harry, B., Sturges, K.M., & Klingner, J.K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34, 3-13.
21. Hess, R.S., Molina, A.M., & Kozleski, E.B. (2006). Until somebody hears me: Parent voice and advocacy in special educational decision making. British Journal of Special Education, 33(3), 148.
22. Horvat, E.M., Weininger, E.B., & Lareau, A. ( 2003). From social ties to social capital: Class differences in the relations between schools and parent networks. American Educational Research Journal, 40, 319-351.
23. Jeynes, W.H. ( 2003). A meta-analysis: The effects of parental involvement on minority children's academic achievement. Education and Urban Society, 35, 202-218.
24. Jeynes, W.H. ( 2007). The relationship between parental involvement and urban academic achievement: A meta-analysis. Urban Education, 42, 82-110.
25. Kalyanpur, M., & Harry, B. ( 1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore, MD: Brookes.
26. Kalyanpur, M., Harry, B., & Skrtic, T. ( 2000). Equity and advocacy expectations of culturally diverse families’ participation in special education. International Journal of Disability, Development, and Education, 47, 119-136.
27. Kasahara, M., & Turnbull, A.P. (2005). Meaning of family-professional partnerships: Japanese mothers’ perspectives. Exceptional Children, 71, 249-265.
28. Lareau, A. ( 1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60, 73-85.
29. Lareau, A., & Horvat, E.M. ( 1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 37-53.
30. Lawson, M.A. ( 2003). School-family relations in context: Parent and teacher perceptions of parent involvement. Urban Education, 38, 77-133.
31. LeCompte, M.D., & Schensul, J.J. (1999). Analyzing and interpreting ethnographic data. Walnut Creek, CA: AltaMira.
32. Leiter, V., & Krauss, M.W. ( 2004). Claims, barriers, and satisfaction: Parents request for additional special education services. Journal of Disability Policy Studies, 15, 135-146.
33. Leyser, Y.,& Kirk, R. ( 2004). Evaluating inclusion: An examinations of parent views. International Journal of Disability, Development and Education, 51, 271-285.
34. Lian, M.-G. J., &Fontántez-Phelan, S.M. (2001). Perceptions of Latino parents regarding cultural and linguistic issues and advocacy for children with disabilities. Journal of the Association for Persons With Severe Handicaps, 26, 189-194.
35. Luetke-Stahlman, B., & Hayes, P.L. ( 1994). Parent advocacy for the nonexclusion of students who are deaf or hard of hearing. Preventing School Failure, 39(1), 41.
36. Mahar, C., Harker, R., & Wilkes, C. ( 1990). An introduction to the work of Pierre Bourdieu: The practice of theory. New York: St. Martin’s.
37. Morgan, D.L. ( 1996). Focus groups. Annual Review of Sociology, 22, 129-152.
38. National Research Council. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.
39. Park, J., Turnbull, A.P., & Park, H.-S. ( 2001). Quality of partnerships in service provision for Korean American parents of children with disabilities: A qualitative inquiry. Journal of the Association for Persons with Severe Handicaps, 26(3), 158.
40. Rice, M. ( 2006). The parent teacher team: Establishing communication between home and school. Exceptional Parent, 36(6), 49.
41. Richards, L. ( 2005). Handling qualitative data. London : Sage.
42. Rubin, H.J., & Rubin, I.S. ( 2005). Qualitative interviewing. Thousand Oaks, CA: Sage.
43. Rueda, R., Monzo, L., Shapiro, J., Gomez, J., & Blacher, J. ( 2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71, 401-414.
44. Salas, L. ( 2004). Individualized Educational Plan (IEP) meetings and Mexican American parents: Let's talk about it. Journal of Latinos in Education, 3, 181-192.
45. Schensul, S.L., Schensul, J.J., & LeCompte, M.D. (1999). Essential ethnographic methods: observations, interviews, and questionnaires. Walnut Creek, CA: AltaMira.
46. Stanton-Salazar, R.D. ( 2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.
47. Turnbull, A.P., & Turnbull, H.R. (1982). Parent involvement in the education of handicapped children: A critique. Mental Retardation, 20, 115-122.
48. Turnbull, A.P., & Turnbull, H.R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
49. Turnbull, H.R. ( 2005). Individuals With Disabilities Education Act reauthorization: Accountability and personal responsibility. Remedial and Special Education, 26, 320-326.
50. Valenzuela, A. ( 1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
51. Wolfensberger, W. ( 1977). A balanced multi-component advocacy/ protection schema. Toronto: Canadian Association for the Mentally Retarded.
52. Zoints, L.T., Zoints, P., Harrison, S., Bellinger, O. ( 2003). Urban African American families’ perceptions of cultural sensitivity within the special education system. Focus on Autism and Other Developmental Disabilities, 18, 41-50.