This paper examines the ways in which immigrant families' participation in their children's education process is understood and valued, with special reference to Moroccan families, as well as their achievement strategies in the framework of their ongoing migration projects, bringing about evidence on specific difficulties encountered from first contacts in early schooling through the end of compulsory education. A series of concerns about the value of different forms of social capital constitutes a central position of the analysis in relation to ethnicity, participation and school achievement. To do this, some contributions concerning social capital and education in the literature of education and immigration will be reviewed.
|Journal||Revista Complutense de Educacion|
|Publication status||Published - 30 Sep 2009|
- Social capital