Unpacking the Relationship between Parenting and Poverty: Theory, Evidence and Policy

Placa, Vincent La; Corlyon, Judy

doi:10.1017/s1474746415000111

Cited by 38 publications

(27 citation statements)

References 88 publications

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“…In addition to the material disadvantages of living in low-income households, participants reflected that low-income parents are more likely to experience non-material disadvantages which can disrupt the ability to parent such as relationship difficulties. These findings are in line with other studies on parenting in poverty (La Placa & Corlyon, 2016) and demonstrates the need for additional support for families during the school holidays.…”

Section: Discussionsupporting

confidence: 92%

“…Given the increased financial pressures, participants identified that low-income households are at risk of experiencing food insecurity during the school holidays and there is a need to support families against this risk. Stakeholders identified that parents were "struggling" during the school holidays as a result of the stress of financial hardships and therefore, the ability to parent is made increasingly difficult (La Placa & Corlyon, 2016). In addition to the material disadvantages of living in low-income households, participants reflected that low-income parents are more likely to experience non-material disadvantages which can disrupt the ability to parent such as relationship difficulties.…”

Section: Discussionmentioning

confidence: 99%

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Implementing Holiday Provision Programmes: A Qualitative Investigation of the Experiences of Senior Stakeholders

Mann¹,

Widdison²,

Defeyter³

2020

JSS

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Holiday provision is a grassroots response to support low-income families during the school holidays with the provision of free food and activities. This qualitative study investigates the views of senior stakeholders (N = 15) who are responsible for facilitating or implementing programmes of holiday provision to determine the need for holiday provision, examples of best practice for delivering programmes of holiday provision and barriers for effective delivery. The findings identified a need for holiday provision as a result of cuts to welfare provision and local authority services which have increased pressures on household budgets. Senior stakeholders advocated a collaborative and flexible model of holiday provision and identified the need to utilize and develop existing community assets to deliver this provision, Yet, senior stakeholders acknowledged multiple barriers of delivery related to cost, sustainability and organizational capacity and, in the absence of a strategic response and sustained funding by national, regional and local governments, there are questions of whether this type of approach truly addresses and targets all of the most vulnerable in society.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Implementing Holiday Provision Programmes: A Qualitative Investigation of the Experiences of Senior Stakeholders

Mann¹,

Widdison²,

Defeyter³

2020

JSS

View full text Add to dashboard Cite

show abstract

“…We know that children with large amounts of cultural capital tend to do well in the education system, and family practices and attitudes towards education vary between families with various levels of cultural capital (Bourdieu & Passeron, 1977;Lareau, 1987Lareau, , 2011Aarseth, 2017). We also know that lower income is associated with less parental involvement in school (see La Placa & Corlyon, 2016 for an overview). Less is known about the relative weight of cultural and economic capital in association with parental involvement in school.…”

Section: Introductionmentioning

confidence: 99%

Parents’ educational involvement: Types of resources and forms of involvement in four countries

Strømme

Helland

2020

British Educational Res J

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Parents' involvement in schooling and education is highly important for children's results. Still, both levels of involvement and their effects vary according to social class. Previous research on educational reproduction within the family has, however, largely studied differences between the middle and the working class, and generally ignored differences in the composition of cultural and economic capital. In this article, we aim to fill this gap in the literature by separating cultural and economic resources and investigate their correlation with two kinds of parental involvement in four different European countries. Results show that parents with more cultural resources are more likely to be involved by having future educational expectations, and parents with more economic resources are more likely to be involved in their children's current schooling (e.g. help with homework) than those with more cultural resources. The association between economic resources and involvement in educational expectations is however stronger in Spain and Iceland than in Belgium and Norway, suggesting an influence from system-level features as well as general economic trends.

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“…From a socioecological view of resilience (Ungar, Connelly, Liebenberg, & Theron, 2017), the onus falls on adults in the environment to provide the child with access to protective resources to to buffer risk. In communities characterised by poverty and adversity, many parents and adults are not able to provide such support (La Placa & Corlyon, 2016), and may even contribute to the risk factors facing the child (Flouri, Midouhas, Joshi, & Tzavidis, 2015). Although the expectation that the teacher provides psychosocial support to children deemed to be at risk is contested in literature (Campbell et al 2016), for these children, teachers are often the only adults available who could do so.…”

Section: Introductionmentioning

confidence: 99%

Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space

Mathikithela

Wood

2019

Educ. res. soc. change.

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Schools should be enabling spaces that nurture the holistic development of learners. However, in under-resourced communities in South Africa this is not always the case because learners, already vulnerable due to the effects of poverty, are exposed to added stressors within the school gates. We explored how engaging vulnerable learners in a rural high school in a youth participatory action research (YPAR) process could enable them to take action to make their school a more enabling space. This article reports on the data generated by the participants during the first cycle of the YPAR, which was to inform the planning of future advocacy through answering the question: "How do youth perceive the current school climate?" The three themes that emerged indicate that the climate in the school was not conducive to creating a physical, emotional, or social space for learners to attain positive outcomes. This first cycle enabled the participating youth to develop an evidence base on which to ground further action and the tools to do so. Although not without its tensions, we conclude that YPAR is a powerful pathway to develop the agency of learners, enabling them to transform from vulnerable victims into advocates with the ability to influence positive transformation in themselves, their peers, and the climate of their school.

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Unpacking the Relationship between Parenting and Poverty: Theory, Evidence and Policy

Abstract: This is an Accepted Manuscript of an article published by CAMBRIDGE UNIVERSITY PRESS in SOCIAL POLICY

Cited by 38 publications

References 88 publications

Implementing Holiday Provision Programmes: A Qualitative Investigation of the Experiences of Senior Stakeholders

Implementing Holiday Provision Programmes: A Qualitative Investigation of the Experiences of Senior Stakeholders

Parents’ educational involvement: Types of resources and forms of involvement in four countries

Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space

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