Parental practices and educational achievement: social class, race, and<i>habitus</i>

Bodovski, Katerina

doi:10.1080/01425690903539024

Cited by 118 publications

(76 citation statements)

References 20 publications

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“…Several studies support Lareu's findings (e.g. Vincent and Ball 2007;Bodovski 2010;Cheadle and Amato 2010;Stefansen 2011;Wheeler 2014;Stirrup et al 2015). Studies have also highlighted the gendered nature of parenting, noting that it is mainly mothers who are considered responsible for the hard work involved in intensive parenting/mothering.…”

Section: Parental Practices and The Reproduction Of Social Classsupporting

confidence: 55%

Family practices among Swedish parents: extracurricular activities and social class

Sjödin

Roman

2018

European Societies

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Research suggests that compared with working-class parents, middle-class parents more commonly enrol their children in organised activities with the aim of increasing their prospects of future success in education and working life. Organised activities are seen as an important contribution to the reproduction of social class. Drawing on a Bourdieusian understanding of social class, this study contributes by exploring class-based reasoning about extracurricular activities among Swedish parents. Sweden provides a markedly different institutional and social context than is usually found in the literature. In the present study, interviews with 37 working-class and middle-class parents are qualitatively analysed. Findings show similarities in parents' reasoning, indicating that Swedish parenting culture and childrearing ideals partly cross class boundaries. They also suggest, however, that the middleclass parents typically regarded extracurricular activities as more important, and enrolled their children in more activities, than the working-class parents. The contradiction between similarities emanating from dominant national cultural understandings of parenting and childrearing and dissimilarities based on class-culture socialisation is explored in this article. One tentative conclusion is that working-class parents' lower participation levels are not only explained by cultural and financial resources but also by limited control over working hours.

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Section: Parental Practices and The Reproduction Of Social Classsupporting

confidence: 55%

Family practices among Swedish parents: extracurricular activities and social class

Sjödin

Roman

2018

European Societies

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“…Studies analyzing longitudinal U.S. data empirically support Lareau's qualitative findings. More specifically, strong relationships between social class and parenting style (i.e., concerted cultivation) were found for elementary school years (Bodovski, 2010;Bodovski and Farkas, 2008;Cheadle and Amato, 2011).…”

Section: Social Class and Parental Involvementmentioning

confidence: 92%

Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children’s learning time in Japan

Matsuoka

Nakamuro

Inui

2015

Social Science Research

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“…Financial difficulties often increase stress within the home, which makes it more difficult to provide a cognitively stimulating environment (Yeung, Linver, & Brooks-Gunn, 2002). Due to their occupation and educational qualifications, many parents from higher SES backgrounds are able to provide a linguistically rich home environment that provides a good preparation for schooling (Aikens & Barbarin, 2008;Bernstein, 1961;Bodovski, 2010;Lareau, 2000). Middle and upper class parents are also more likely to read to their children and participate in other educational activities compared to parents from working class backgrounds (Bodovski, 2010;Coley, 2002;Nash & Harker, 2006;Portes, 2005).…”

Section: The Effects Of School Composition On Student Outcomesmentioning

confidence: 99%

“…Due to their occupation and educational qualifications, many parents from higher SES backgrounds are able to provide a linguistically rich home environment that provides a good preparation for schooling (Aikens & Barbarin, 2008;Bernstein, 1961;Bodovski, 2010;Lareau, 2000). Middle and upper class parents are also more likely to read to their children and participate in other educational activities compared to parents from working class backgrounds (Bodovski, 2010;Coley, 2002;Nash & Harker, 2006;Portes, 2005). This greater parental participation, support and investment in their children's education is driven by the recognition that educational success is the main route for reproducing their class status (Ball, 2003;Bourdieu, 2000).…”

Section: The Effects Of School Composition On Student Outcomesmentioning

confidence: 99%

Causes and Effects of School Socio-Economic Composition? A Review of the Literature

Perry¹

2012

educat soc

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It is well known that socio-economic status (SES) at both the student and school level is associated with educational outcomes. Students from higher social backgrounds, on average, have greater educational outcomes than their less privileged peers. Also, a student that attends a school that enrols students from primarily high social backgrounds will, on average, have greater educational outcomes than if she attended a school that enrolled students from low social backgrounds. School SES is related to student outcomes through a complex array of factors, including the quality of curriculum and instruction, resources and the learning environment. This chapter reviews the research literature about the relationship between school socio-economic composition and student outcomes, the mechanisms by which the relationship is enacted in schools, as well as the structural features of education systems that influence how students from varying social backgrounds are distributed across schools. I conclude with suggestions for future research.

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Parental practices and educational achievement: social class, race, andhabitus

Cited by 118 publications

References 20 publications

Family practices among Swedish parents: extracurricular activities and social class

Family practices among Swedish parents: extracurricular activities and social class

Emerging inequality in effort: A longitudinal investigation of parental involvement and early elementary school-aged children’s learning time in Japan

Causes and Effects of School Socio-Economic Composition? A Review of the Literature

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