La educación secundaria y el distanciamiento familiar de la escuela. Un análisis longitudinal

Abstract

Parental involvement tends to decline when children access to secondary education. Those transformations are analyzed taking into account both the parental resources as well as the filial trajectory. This research is based on the longitudinal analysis of in-depth interviews and ethnographic observation in three secondary schools. Parental school detachment has different ways principally according to their children’s achievement. Family resources have little relevance when the child’s school results are good but they gain importance when those results worsen.