Socio-Economic Factors Affecting Parents' Involvement in Homework: Practices and Perceptions from Eight Johannesburg Public Primary Schools

Autor/in	Ndebele, Misheck
Titel	Socio-Economic Factors Affecting Parents' Involvement in Homework: Practices and Perceptions from Eight Johannesburg Public Primary Schools
Quelle	In: Perspectives in Education, 33 (2015) 3, S.72-91 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Socioeconomic Influences; Classification; Socioeconomic Status; Homework; Elementary School Students; Correlation; Parent Participation; Parent Child Relationship; Parent Attitudes; Family Income; Literacy; Numeracy; Suburbs; Urban Areas; Slums; Qualitative Research; Questionnaires; Story Reading; Foreign Countries; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Classification system; Klassifikation; Klassifikationssystem; Socio-economic status; Sozioökonomischer Status; Hausaufgabe; Korrelation; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Familieneinkommen; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Einzugsbereich; Urban area; Stadtregion; Slum; Qualitative Forschung; Fragebogen; Ausland
Abstract	This paper examines socio-economic factors influencing parental involvement in homework at the Foundation Phase in eight Johannesburg public primary schools. The research was conducted among over 600 parents from schools in different geographical and socio-economic areas such as the inner city, suburban and township. Two primary schools were chosen from each of these settings. This research offers a form of classification of parents, with the view to analyse the relationship between the types of parental involvement in homework and different categories of parents. In this study, I argue that the socio-economic status of parents has a major influence on participation in their children's homework. Findings suggest that the higher the income and socio-economic status, the more parents are likely to become involved, whereas parents from a poorer socio-economic background are less likely to be involved in their children's homework. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://www.perspectives-in-education.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01