Del déficit a la normarepresentaciones sociales sobre familias y participación escolar

  1. María García-Cano Torrico
  2. Inmaculada Antolínez Domínguez
  3. Esther Márquez Lepe
Convergencia: Revista de ciencias sociales

ISSN: 1405-1435

Year of publication: 2015

Issue: 69

Pages: 181-211

Type: Article

DOI: 10.29101/CRCS.V22I69.3643 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Convergencia: Revista de ciencias sociales


Cited by

  • Dialnet Metrics Cited by: 6 (29-05-2023)
  • Dimensions Cited by: 2 (05-03-2023)

JCR (Journal Impact Factor)

  • Year 2015
  • Journal Impact Factor: 0.13
  • Journal Impact Factor without self cites: 0.074
  • Article influence score: 0.02
  • Best Quartile: Q4
  • Area: SOCIOLOGY Quartile: Q4 Rank in area: 134/142 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2015
  • SJR Journal Impact: 0.136
  • Best Quartile: Q4
  • Area: Social Sciences (miscellaneous) Quartile: Q4 Rank in area: 369/549


  • Social Sciences: B

Scopus CiteScore

  • Year 2015
  • CiteScore of the Journal : 0.3
  • Area: Social Sciences (all) Percentile: 25


(Data updated as of 05-03-2023)
  • Total citations: 2
  • Recent citations: 0


This paper examines the social representations of families and schools with regard to their mutual involvement. The objectives are: a) to identify through the discourse of teachers, families and social agents the reasons and intentions behind involvement; and b) according to these discourse, to characterize families in relation to the way in which they fit in with legitimated relationship norms. Research was conducted in six Early Education and Primary schools in disadvantaged contexts located in Andalusia (Spain), with projects aimed at strengthening relationships between schools, families, and the community. The techniques used to produce information were individual and group interviews. The findings show a dichotomic characterisation of families: deficient vs. normalisation. Furthermore, civil associations are seen to play a role as mediators in such relationships, encouraging reflection within schools and enabling the accomplishment of more complex interpretations based on the social and cultural conditioning factors that frame these relationships.