Literaturnachweis - Detailanzeige
Autor/in | Barg, Katherin |
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Titel | An Analysis of Social Class Differentials in Parent-Initiated Contact with Teachers |
Quelle | In: British Journal of Sociology of Education, 40 (2019) 3, S.289-308 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2018.1540294 |
Schlagwörter | Social Class; Social Differences; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Grade 9; Secondary School Teachers; Meetings; Middle Class; Working Class; Cultural Capital; Help Seeking Social classes; Soziale Klasse; Sozialer Unterschied; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; School year 09; 9. Schuljahr; Schuljahr 09; Meeting; Tagung; Mittelschicht; Arbeiterklasse; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten |
Abstract | This article analyses the association between social class and parent-initiated contact with teachers. Hypotheses are derived from Lareau's theory on 'concerted cultivation' and status maintenance theory on rational educational decision-making. Data from a national survey on French students traversing secondary school are used to study social class differentials in parents' involvement in Grade 9 when students are about to proceed to an important transition from lower to upper secondary school. Linear probability models reveal that the likelihood that parents initiate meetings with teachers decreases as students' performance increases and that concerted cultivation beliefs have positive effects. Through inclusion of interaction terms into the models, clear evidence is provided that middle-class parents are more likely to seek a meeting than working-class parents when their children face difficulties. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |