Citation

Li G, Christ T. English in Education 2007; 41(1): 21-36.

Copyright

(Copyright © 2007, John Wiley and Sons)

DOI

10.1111/j.1754-8845.2007.tb00807.x

PMID

unavailable

Abstract

Drawing on the theory of social capital, this paper explores how difference in mothers' social networks might impact on low-SES' children's literacy development at home. A cross-case analysis of the influence of two low-SES single-mothers' social networks on their children's home literacy practices suggests that difference in mother's social capital has a disparate impact on their access to literacy resources, their home literacy engagement with their children, and their interaction/connection with school teachers and contributes to their children's differential school literacy achievement. The findings suggest that for low-SES children to achieve school success, parents must be able to access resources that support their ability to engage in literacy activities that align with those valued in the school. Therefore, there is a need for schools and teachers to provide not only services that allow more networking opportunities but also support to understand school-literacy practices and expectations for low-SES families, especially single-parents who might be more socially isolated.