Parents? satisfaction with their child?s first year of school

Räty, Hannu; Jaukka, Piia; Kasanen, Kati

doi:10.1007/s11218-004-5764-2

Cited by 12 publications

(15 citation statements)

References 16 publications

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“…Parallel observations on the relationship of the parent's educational position and gender to satisfaction were made in our study of parents' perceptions of their child's first school year, suggesting that vocationally educated fathers are the group that is the most distant from the school (Räty et al 2004). Additional evidence was obtained in a recent survey of Finnish parents' participation in their children's schooling, indicating that academically educated mothers and vocationally educated fathers form opposite groups in regard to participation in parents' evenings, cooperation committees and related occasions ).…”

supporting

confidence: 59%

“…Our qualitative findings derived from the child's first and third school years indicated that mothers gave more positive reports of the teachers than the fathers did (Räty et al 2004;2005). Moreover, the mothers were concerned about the problems in their child's schooling, reporting more negative events, especially ones pertaining to home-school cooperation, than the fathers did.…”

mentioning

confidence: 75%

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School’s out: a comprehensive follow-up study on parents’ perceptions of their child’s school

Räty

2010

Eur J Psychol Educ

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This longitudinal study set out to examine the changes that took place in parents' evaluations of their child's school in the course of the child's complete 9-year-long compulsory education. Over the follow-up period, academically educated and vocationally educated mothers and fathers (N=326) were asked to indicate their degree of satisfaction with aspects of their child's school every 2 years. It was found that the level of parental satisfaction was fairly high at the start, that the general decreasing trend was gradual rather than abrupt, and that the proportion of dissatisfied parents remained low and stable. A pattern of differences emerged to suggest that the parents' perceptions were structured by their social-psychological distance from the school as measured by their social positions; for instance, the vocationally educated parents, fathers in particular, displayed less satisfaction than the academically educated ones.Résumé Cette étude longitudinale se propose d'examiner, au long du cycle scolaire obligatoire de neuf ans, comment l'évaluation faite par les parents de l'école de leur enfant change. Au cours de la période observée, il a été demandé à des pères et mères (N=326), ayant suivi une formation générale ou professionnelle, d'indiquer leur degré de satisfaction quant à certains aspects de l'école de leur enfant et ceci tous les deux ans. Il a été remarqué qu'au début du cycle le degré de satisfaction était assez élevé, que l'affaiblissement de la tendance générale était graduel et non brusque, et que la proportion de parents insatisfaits restait basse et stable. Un type de différences est alors apparu qui suggère que la distance psycho-sociale des parents par rapport à l'école, celle-ci étant directement liée à leurs positions sociales, structure leur perception. Par exemple, les parents ayant suivi une formation professionnelle, les pères en particulier, ne montrent pas une aussi grande satisfaction que les parents ayant suivi une formation générale.

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supporting

confidence: 59%

mentioning

confidence: 75%

School’s out: a comprehensive follow-up study on parents’ perceptions of their child’s school

Räty

2010

Eur J Psychol Educ

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“…At any rate, the academically educated mothers are the group that tends to be the most active, and also the most demanding and critical (see also Lareau, 1987;Realy, 1998), in their relationship to the school, as was also shown by our own earlier study. In the present study, the parents of boys and girls did not differ from each other in regard to satisfaction, which accords with our earlier observations (Räty, Jaukka, & Kasanen, 2004).…”

Section: Discussionsupporting

confidence: 93%

“…The vocationally educated fathers stood out as a group again, then, as they did in our earlier study of first-graders' parents (Räty, Jaukka, & Kasanen, 2004), in which this group was found to indicate less satisfaction than the other groups with the functioning of their child's school. We interpreted this finding to mean that working-class fathers, as a social group, are the furthest from the middle-class school culture.…”

Section: Discussionmentioning

confidence: 85%

“…There is research evidence from the Nordic countries to show that women are generally more positive about school results than men are (The Nordisk Skolbarometer, 2001). Additionally, in our previous survey of parents' evaluations of their child's first school year (Räty, Jaukka, & Kasanen, 2004), the mothers and academic parents reported significantly more of both positive and negative events from their child's school year than the vocationally educated parents and the fathers did. These findings seem to indicate that the attitude of academic parents and mothers towards their child's schooling is an effective one and that these groups feel entitled to criticise the school when they find reason to -a competence that derives from their own high social status (Lareau & Schumar, 1996) and gender (Lewis & Lamb, 2003).…”

mentioning

confidence: 78%

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Parents’ own school recollections influence their perception of the functioning of their child’s school

Räty

2007

Eur J Psychol Educ

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This follow-up study set out to examine whether parents' recollections of their own school would predict their degree of satisfaction with the functioning of their child's school. A group of academically educated and vocationally educated parents with a child in preschool (N=391) were asked to think back to their primary school days and evaluate their school; these parents were then asked to indicate their satisfaction with the functioning of their child's school once the child had reached the first, the third and the fifth grade. The parents' recollections were found to influence their degree of satisfaction: among the academically educated respondents, the parents with relatively positive recollections showed higher levels of satisfaction than the parents with relatively negative recollections did; and among the vocationally educated respondents, the mothers with relatively positive recollections indicated higher levels of satisfaction than the mothers with relatively negative recollections did. It was suggested that parents' recollections may be seen as an experiencebased component of their general attitude towards education.In a newspaper column of his, the Finnish poet Tommy Tabermann (2005) wrote about "the wounds that are covered, apparently forever, by thin scars." What he meant was "the memories of denigration and mocking", which most of us recall, he claims, when we think back to our school days. This study set out to examine the poet's assumption that the memories of our school days are there, just below the surface as it were, ready to activate themselves. More precisely, we asked whether parents' recollections -both negative and positive ones -of their own school would predict their satisfaction with the functioning of their child's school during the first five school years.Everyone has personal memories, good and bad ones, of going to school. As a child starts school, the parents' own school memories are likely to activate themselves and to function as a basis for their evaluation of the child's schooling. For instance, parents usually make comparisons between particular aspects of their own and their child's school: in what respects their own school was better and in what respects things have improved (Metso, 2004).Parents' school recollections have attracted surprisingly little empirical research, although there is a fair amount of agreement that the social-psychological influence of the

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School Subjects as Social Categorisations

2006

Self Cite

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The present study set out to examine school subjects in terms of social categorisations of a child's educability. A group of academically educated (N = 180) and vocationally educated parents (N = 249) with a child in the third grade of comprehensive school were asked to indicate their child's strongest and weakest school subject and to give reasons for their choices. The parents' most frequent choices for both the strongest and the weakest subject turned out to be mathematics and Finnish, which substantiates the pivotal role of the cognitive-verbal competencies in defining the child's educability. The choices were guided by the child's gender, so that mathematics was typically regarded as the strongest subject of boys and the weakest subject of girls and conversely, Finnish was regarded as the strongest subject of girls and the weakest subject of boys. The parent's educational position organised the reasons given for the subject choices so that self-serving attribution was stronger among the academically educated than the vocationally educated parents, suggesting that the parents' education relates to the trust they place on their child's educational potential.

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Parents? satisfaction with their child?s first year of school

Cited by 12 publications

References 16 publications

School’s out: a comprehensive follow-up study on parents’ perceptions of their child’s school

School’s out: a comprehensive follow-up study on parents’ perceptions of their child’s school

Parents’ own school recollections influence their perception of the functioning of their child’s school

School Subjects as Social Categorisations

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