Chinese Parental Involvement and Class-Based Inequality in Education: The Role of Social Networking Sites

Autor/inn/en	Huang, Hua; Lin, Xun
Titel	Chinese Parental Involvement and Class-Based Inequality in Education: The Role of Social Networking Sites
Quelle	In: Learning, Media and Technology, 44 (2019) 4, S.489-501 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2019.1620767
Schlagwörter	Foreign Countries; Parent Participation; Equal Education; Social Media; Middle Class; Working Class; Social Capital; Social Class; Socioeconomic Influences; Parent Teacher Cooperation; China + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Soziale Medien; Mittelschicht; Arbeiterklasse; Sozialkapital; Social classes; Soziale Klasse; Sozioökonomischer Faktor; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Based on an ethnographic study, this article presents the class-based disparities of Chinese parents' usage of "WeChat," the dominating social networking mobile application in China, in their educational involvement. We find that middle-class parents are the privileged ones who have exploited the use of "WeChat" not only as a medium for communication, but more as a mode of influence. Through "WeChat," their various forms of capital are channelled to catalyse changes in their children's education. In contrast, working-class parents tend to act as absent participants in using "WeChat" for their educational involvement. We argue that "WeChat" has brought forth the consequence of widening the arena for winning or losing at the educational game for parents from different social classes. We call for corrective policies and guidelines on the usage of "WeChat" and other SNSs technologies in home-school dynamics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01