Abstract

International scholars have argued that parental engagement in education is influenced by social class inequalities. Goffman’s definition of stigma has been applied to interpret working-class mothers’ experiences of stigma when attempting to engage in their children’s education. However, this paper also draws on recent extensions of ‘stigma’ – by considering how and by whom the concept is developed in practice. Selective case studies have been used to illustrate how some working-class mothers feel judged negatively by teachers and the school system, based on their marginalised (and sometimes multiple) social identities. Perceptions of stigma were recalled by parents, who felt this negatively impacted upon their engagement in their children’s education. They expressed feelings of powerlessness and in some cases internalisation of stigmatised traits. Recommendations to inform engagement strategies for schools to enable a more inclusive educational experience are made and areas for future research identified.

摘要

国际学者认为，父母对教育的参与受到社会阶级不平等的影响。戈夫曼对污名的定义已被应用于解释工人阶级母亲在试图参与子女教育时的污名经历。然而，本文还借鉴了“污名”的最新扩展——通过考虑在实践中如何以及由谁发展这一概念。选择性案例研究已被用来说明一些工人阶级的母亲如何基于她们被边缘化（有时是多重）的社会身份而受到教师和学校系统的负面评价。父母回忆起耻辱感，认为这对他们参与孩子的教育产生了负面影响。他们表达了无能为力的感觉，在某些情况下还表达了被污名化的特征。