Self-interest and Liberal Educational Discourse: How Ideology Works for Middle-Class Mothers

Abstract

Middle-class mothers typically are viewed as ideal models in terms of their values and goals related to education, participation in their children’s education, and professional involvement in schooling. Yet, the results of this study indicate that educated, middle-class mothers, perceived as liberals who believe in integrated and inclusive education, still support segregated and stratified school structures that mainly benefit students of the middle class. Thompson’s (1990) modes of operation of ideology and strategies of symbolic construction shed light on the ways ideology works to establish and sustain high-income parents’ self-interested educational choices while, at the same time, allowing them to maintain a liberal image. The study illustrates how ideology allows parents to bridge disparate streams of thought and salve the dissonance that results from the contradiction between their desired liberal identity and class positionality.