Cultural fit between family and school during the transition to school – Findings from a longitudinal qualitative-ethnographic study on socially privileged fami-lies

Abstract

This article presents findings on the cultural fit between socially privileged families and school. They result from a qualitative-ethnographic longitudinal study conducted in the canton of Bern. The study centred on the question of how these families experience and cope with the transition of their first-born child to kindergarten and primary school. While the family's educational stimuli proved to be in line with school performance expectations, there were unexpected challenges in terms of behavioural requirements that sometimes questioned the fit.