Lone Mothers and ‘Parental’ Involvement: 
A Contradiction in Policy?

Standing, Kay

doi:10.1017/s0047279499005668

Cited by 22 publications

(17 citation statements)

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“…The tensions this can create, in particular for lone mothers attempting to balance paid work and increasingly prescriptive responsibilities in relation to child-rearing and children's education, have been documented (see, for instance, Standing, 1999;Horgan, 2005). Blair's suggestion that parents might be required to exercise their responsibility to improve school discipline by staying at home to 'babysit' children excluded from school, referred to above, brings the tension into stark relief.…”

Section: Why Only Two Cheers?mentioning

confidence: 99%

Children (but not women) first: New Labour, child welfare and gender

Lister

2006

Critical Social Policy

175

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The paper’s starting point is an analysis of New Labour’s agenda for children in an emergent ‘social investment state’. It provides an overview of policies for children, which simultaneously invest in children and regulate them and their parents/mothers. Although children have moved to the heart of social policy, there is some disquiet about the way they are being positioned in this brave new world of social investment. This disquiet focuses in particular on: the construction of children as ‘becomings’ rather than ‘beings’; the paid-work-focused and future-oriented model of citizenship; the relative neglect of groups of children who are not seen to represent such a good investment; and the eclipse of parents’, and in particular, mothers’ welfare. The final section sketches out how the social investment approach might be modified in the interests of children’s well-being and flourishing and with reference to principles of (gendered) social justice.

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Section: Why Only Two Cheers?mentioning

confidence: 99%

Children (but not women) first: New Labour, child welfare and gender

Lister

2006

Critical Social Policy

175

150

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“…In a study on English adolescents" competence at and commitment to physical education, Carr and Hussey [7] found that parents were the most influential social agents on children"s task orientations, intrinsic motivation and physical competence. In another study, it was noted that most parents see the major limits to further involvement to arise from their own limitations, especially in respect of time available [8], [9].…”

Section: Introductionmentioning

confidence: 99%

Parental Involvement on Students‟ Learning Abilities and Achievement in the English Subject

Sultana¹,

Rosli²

2016

IJSSH

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Abstract-At present in the trend of globalization, the English language has become the most important language that is used all over the world. Similarly, English subject is becoming a central concern in various universities and academic institutions in Malaysia. The article attempts to investigate factors influence on students' learning achievement in the English subject in secondary school. A total of 50 students from SMK Sultan Abdul Samad, Banting were selected as the respondents for the study. Students' responses towards their family supports were measured using a four point Likert scale. To determine the relationship between family role and student learning achievement, the correlation coefficient was conducted and the results revealed that only parents' education has a significant (p=0.05) relationship to students' academic achievement. By giving the importance of the knowledge in English subject for educational, economic and national development of a country several suggestions are made.Index Terms-Academic achievement, home environment, parental involvement.

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“…Parents with less time and fewer resources are less able to encourage their children's aspirations (Williams, Williams, and Ullman 2002), and have lower aspirations for their children (Schoon, Martin, and Ross 2007). Single parents are therefore particularly disadvantaged because they tend to be poorer and have less time and energy to devote to developing their children's human capital (Standing 1999). When time, energy and resources are limited, grandparents may play a role over and above parents in helping children raise their aspirations.…”

Section: Children's Aspirationsmentioning

confidence: 99%

The influence of grandparents’ social class on children’s aspirations

Moulton¹,

Flouri²,

Joshi³

et al. 2015

British Journal of Sociology of Education

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a department of Psychology and human development, ucl institute of Education, london, uK; b department of social science, ucl institute of Education, london, uK ABSTRACT Social class mobility from grandparent to grandchild is a relatively neglected topic. Grandparents today are often healthier and more active, and have longer relationships with their grandchildren than in previous generations. We used data from the UK's Millennium Cohort Study (n = 8570) to investigate the influence of maternal and paternal grandparents' social class on the aspirations of children at age seven. Using path analysis and controlling for family income, mother's and father's education, lone motherhood, and child's ethnicity and gender, we found very small direct effects from the paternal grandmother's social class to the grandchild's classed aspirations, and small, indirect effects, via parents' class, of grandparents' class on child's classed aspirations. Multi-group analyses found few differences by ethnicity and gender. There was no evidence that, at this age, mixed-class parentage raises the aspirations of working-class children (the 'sunken middle-class' hypothesis).

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Lone Mothers and ‘Parental’ Involvement: A Contradiction in Policy?

Cited by 22 publications

References 0 publications

Children (but not women) first: New Labour, child welfare and gender

Children (but not women) first: New Labour, child welfare and gender

Parental Involvement on Students‟ Learning Abilities and Achievement in the English Subject

The influence of grandparents’ social class on children’s aspirations

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