Both parents matter. Family-based educational inequality in Italy over the second half of the 20th century

Ballarino, Gabriele; Meraviglia, Cinzia; Panichella, Nazareno

doi:10.1016/j.rssm.2021.100597

Cited by 11 publications

(13 citation statements)

References 50 publications

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“…On the other hand, as pointed out by previous studies and the present study results, parental support influences the academic achievement of students and functions as a protective factor at the contextual level [64,103,104]; a key factor is the mother's role and her academic level as it contributes significantly to the academic achievement of the children [105]. Thus, although Colombian adolescents have cognitive, behavioral, and personal self-regulation tools for their learning processes, if their social context does not promote academic goal achievement, it is more probable that de-regulatory behaviors appear in their educational context [52].…”

Section: Hypothesis Discussionsupporting

confidence: 77%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents’ socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents’ educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.

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Section: Hypothesis Discussionsupporting

confidence: 77%

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Arias

Malpica-Chavarria

Umerenkova

et al. 2021

IJERPH

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“…Moreover, high-status mothers and fathers tend to have high expectations and aspirations for their children's education, which are influential for children's aspirations and subsequently their school achievements (Glick and White, 2004;Goldenberg et al, 2001;Sewell and Shah, 1968). In several Western societies, mothers' socioeconomic status (occupation and education) has been found to matter for children's educational outcomes, on top of that of fathers (Ballarino et al, 2021;Buchmann and DiPrete, 2006;Kalmijn, 1994;Korupp et al, 2002;Thaning and Hällsten, 2020), and the impact of mothers' education is comparable to that of the fathers in most Western countries (Marks, 2007).…”

Section: The Role Of Mothers In Children's Education In Chinamentioning

confidence: 99%

“…An exception is the gender role theory, which suggests that children's status is more influenced by the status of the parent of the same gender through gender role modeling (Rosenfeld, 1978). However, there is little empirical support for this proposition (Beller, 2009; Kong et al, 2020; Shu and Marini, 1998).…”

Section: Theory and Hypothesesmentioning

confidence: 99%

“…Research on occupational status attainment, too, has discussed the possible influence of mothers since the late 20th century, when the number of (married) women participating in the labor market in Western societies strongly increased (Rosenfeld, 1978; Sørensen, 1994). Empirical evidence from Western societies abounds (Beller, 2009; Erola et al, 2016; Hout, 2018; Kong et al, 2020). It has been highlighted that overlooking the influence of mothers can distort conclusions regarding trends in social mobility (Beller, 2009; Hout, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Empirical evidence from Western societies abounds (Beller, 2009; Erola et al, 2016; Hout, 2018; Kong et al, 2020). It has been highlighted that overlooking the influence of mothers can distort conclusions regarding trends in social mobility (Beller, 2009; Hout, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mothers’ socioeconomic status and children's status attainment during the Chinese market transition

Kong

2024

Chinese Journal of Sociology

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Numerous studies have demonstrated the importance of mothers in children's status attainment process in Western societies. Using pooled data from two nationally representative surveys in China, this study investigates the influence of mothers’ socioeconomic status (education and occupation) on the status attainment of men and women in a socialist country and how maternal impact changed with the market reform. In total, 10,124 sons and 8984 daughters born between 1943 and 1985 were studied. Using chained multiple imputation data and linear regressions, this study finds that mothers’ socioeconomic status matters for both sons’ and daughters’ status attainment and, in the case of daughters, is as important as that of fathers. With the economic transition, the influence of mothers’ education has become more important for both sons’ and daughters’ education and can thus indirectly benefit their occupational status attainment. Mothers’ occupational status, however, has become less important for sons’ and daughters’ occupational status attainment with the transition, whereas the influence of fathers’ occupational status has remained the same. These findings suggest that the re-emergence of traditional gender norms that has accompanied the market reform has played a role in shaping the status attainment process of men and women. Since the reform, the role of mothers has been more restricted to the family domain.

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Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review

De Gioannis,

Ballarino,

Cartagini

2023

Int Rev Educ

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After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions.

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Both parents matter. Family-based educational inequality in Italy over the second half of the 20th century

Cited by 11 publications

References 50 publications

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age

Mothers’ socioeconomic status and children's status attainment during the Chinese market transition

Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review

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