Kindergartners’ Development of Privileged Subjectivities within an Elite School

Allison Sterling Henward, Donna J. Grace

Research output: Contribution to journalArticle

Abstract

This case study investigates how kindergarten children thought and talked about their school in three socially stratified school settings: public, charter and private, and the extent to which they grasped sociocultural understandings related to social class. Data included field notes, interviews with the children and teachers, and parent surveys. A Bourdieuian lens illuminated emergent themes. Results indicate that children in the elite setting had developed sophisticated understandings of their privileged social locations and understood their position as distinct from other children.

Original languageEnglish (US)
Pages (from-to)488-498
Number of pages11
JournalChildren and Society
Volume30
Issue number6
DOIs
StatePublished - Nov 1 2016

Fingerprint

subjectivity
elite
school
kindergarten child
charter
social class
parents
Social Class
Lenses
Interviews
teacher
interview

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Life-span and Life-course Studies

Cite this

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Kindergartners’ Development of Privileged Subjectivities within an Elite School. / Henward, Allison Sterling; Grace, Donna J.

In: Children and Society, Vol. 30, No. 6, 01.11.2016, p. 488-498.

Research output: Contribution to journalArticle

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