This paper summarizes a qualitative study of family-school relationships in white working-class and middle-class communities. The results indicate that schools have standardized views of the proper role of parents in schooling. Moreover, social class provides parents with unequal resources to comply with teachers' requests for parental participation. Characteristics offamily life (e.g., social networks) also intervene and mediate family-school relationships. The social and cultural elements of family life that facilitate compliance with teachers' requests can be viewed as a form of cultural capital. The study suggests that the concept of cultural capital can be used fruitfully to understand social class differences in children's school experiences. The influence of family background on children's educational experiences has a curious place within the field of sociology of education. On the one hand, the issue has dominated the field. Wielding increasingly sophisticated methodological tools, social scientists have worked to document, elaborate, and replicate the influence of family background on educational
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