Social Class and Parental Involvement in Transition Activities During High School

Recognizing the importance of technology to achieve agentive participation in the knowledge economy, this paper examines to what extent social class differences between youth shape their digital literacies. Drawing on a case study of adolescents of contrasting social positions, it discusses how the material and relational differences of home environments, manifested by spatial configurations, parental involvement and peer networks, can help develop diverse practices and dispositions towards technology. By demonstrating how the inequities of digital use can lead to the unequal accumulation of cultural and social capital, this paper concludes with the educational implications of the third digital divide.

Download Full-text

Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.469 ◽

2022 ◽

Vol 11 (1) ◽

pp. 469-480

Author(s):

Giang-Nguyen T. ◽

Byron Havard ◽

Barbara Otto

Keyword(s):

High School ◽

High School Students ◽

Parental Involvement ◽

Drop Out ◽

Negative Effects ◽

School Students ◽

Education Statistics ◽

Using Data ◽

And Mathematics ◽

The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

Download Full-text

Eat What’s Good for You

Fast Food Kids ◽

10.18574/nyu/9781479842704.003.0005 ◽

2017 ◽

Author(s):

Amy L. Best

Keyword(s):

High School ◽

Social Class ◽

Food Consumption ◽

Food Provisioning ◽

Parental Pressure ◽

Different Types ◽

Good For ◽

Washington High School ◽

Role Of Parents

This chapter focuses on Washington High School and its cafeteria, examining the different types of food found there and the role of parents in shaping the cafeteria and students, with specific attention to social class and its consequence for a public food provisioning system. The first part of the chapter sketches the changing set of arrangements in food consumption toward a focus on health that Dan, the food director, labored to bring into being and the role of parental pressure in driving such change. The second part of the chapter shifts attention toward youth, highlighting the way class dispositions shape what kids consume and how they consume, and examining how this same ambivalence finds expression in the types of play students engage in this space.

Download Full-text

Examining the Cultural Capital in the Parental Involvement of African American Parents of Disabled High School Students

10.4018/978-1-7998-8860-4.ch017 ◽

2022 ◽

pp. 368-379

Author(s):

Donovan Griffin-Blake

Keyword(s):

High School ◽

African American ◽

High School Students ◽

Public Education ◽

Parental Involvement ◽

Cultural Capital ◽

Traditional Approach ◽

African American Parents ◽

African American Mothers ◽

School Students

This chapter explores the value of cultural capital in the parental involvement of African American parents of disabled high school students. The traditional approach of parental involvement is widely implemented across public education. The framework for parental involvement is outdated and racially one-sided, which causes the contributions of African American parents to be devalued by their child's school. This chapter focuses on a qualitative study of five African American mothers of disabled high school students and how they engage with their children's public education. The participants provide narrative examples of their cultural capital and they have used it to help benefit their child's education. This implies the need to revise the image of parental involvement to one that is a more diverse inclusionary model, which will help schools better support the academic achievement of students from culturally and linguistically diverse families.

Download Full-text