Pillet-Shore2015b
| Pillet-Shore2015b | |
|---|---|
| BibType | ARTICLE |
| Key | Pillet-Shore2015b |
| Author(s) | Danielle Pillet-Shore |
| Title | Being a “Good Parent” in Parent–Teacher Conferences |
| Editor(s) | |
| Tag(s) | EMCA, Institutional Interaction, Parent–Teacher Conferences, Epistemics, Criticism, Student Troubles, Preference Organization, Self-Presentation, Parent Involvement, Competence |
| Publisher | Wiley Subscription Services, Inc. |
| Year | 2015 |
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| Journal | Journal of Communication |
| Volume | 65 |
| Number | 2 |
| Pages | 373–395 |
| URL | Link |
| DOI | 10.1111/jcom.12146 |
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Abstract
This research advances our understanding of what constitutes a “good parent” in the course of actual social interaction. Examining video-recorded naturally occurring parent–teacher conferences, this article shows that, while teachers deliver student-praising utterances, parents may display that they are gaining knowledge; but when teachers' actions adumbrate student-criticizing utterances, parents systematically display prior knowledge. This article elucidates the details of how teachers and parents tacitly collaborate to enable parents to express student-troubles first, demonstrating that parents display competence—appropriate involvement with children's schooling—by asserting their prior knowledge of, and/or claiming/describing their efforts to remedy, student-troubles. People (have to) display competence generically in interaction. By explicating how parents display competence, this article offers insights for several areas of communication research.
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