Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation

Autor/inn/en	Bennett, Pamela R.; Lutz, Amy C.; Jayaram, Lakshmi
Titel	Beyond the Schoolyard: The Role of Parenting Logics, Financial Resources, and Social Institutions in the Social Class Gap in Structured Activity Participation
Quelle	In: Sociology of Education, 85 (2012) 2, S.131-157 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040711431585
Schlagwörter	Social Class; Child Rearing; Working Class; Middle Class; School Activities; After School Programs; Differences; Cultural Capital; Social Capital; Parents; Social Mobility; Community Organizations; High School Students; Middle School Students; Recreational Activities + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Kindererziehung; Arbeiterklasse; Mittelschicht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Unterscheiden; Sozialkapital; Eltern; Soziale Mobilität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Freizeitgestaltung
Abstract	We investigate class differences in youth activity participation with interview, survey, and archival data from a diverse sample of parents (n = 51) in two schools. Findings point toward structural rather than cultural explanations. Working- and middle-class parents overlap in parenting logics about participation, though differ in one respect: middle-class parents are concerned with "customizing" children's involvement in activities, while working-class parents are concerned with "ensuring" safety and social mobility for children through participation. Like financial constraints among the working class, social institutions are implicated in class differences. Schools act as an equalizing institution by offering low-cost activities; yet, contribute to class differences by offering different activities to working- and middle-class youth. Opportunities for working-class youth to participate in non-school activities are few due to the scarcity of community organizations in their neighborhood, while middle-class families are heavily involved in out-of-school activities. We explore the implications of our findings for educational stratification. (Contains 5 figures, 3 tables and 15 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10