Parents for whom school ‘is not that big a deal’. Parental support in home schooling during lockdown in France

2021 ◽  
pp. 147490412110300
Author(s):  
Romain Delès
Keyword(s):  
Parental Support ◽  
Parenting Practices ◽  
Daily Life ◽  
Economic Status ◽  
Home Schooling ◽  
Educational Support ◽  
Socio Economic Status ◽  
Parental Assistance ◽  
Parental Work ◽  
At Home

The period of confinement in the spring of 2020 is of great interest in highlighting the parental work of educational support. While parental support is usually more diffuse, and is secondary in relation to what is done at school, occurring at different moments of daily life, home schooling during lockdown revealed new ways of helping and framing schoolwork. This article looks at parenting practices in higher socio-economic status (SES) families in France. Based on a massive questionnaire ( N = 31,764) and a series of additional interviews ( N = 15) conducted during lockdown, the aim is to investigate what makes parental assistance specific in high SES environments. Our findings show that such families have less difficulty carrying out schooling at home. What makes them consider this experience as ‘not a big deal’, as they say, is that they have organisational and pedagogical (i.e. objective) resources that enable them to respond to its challenges. In addition, however, we show that home schooling is experienced in these families as less contrived. In effect, they use schoolwork techniques that help to obscure (from others, but also from themselves) the effort that schoolwork requires.

scholarly journals Unsung voices of technology in school education-findings using the constructivist grounded theory approach

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
V. Deepa ◽  
R. Sujatha ◽  
Jitendra Mohan
Keyword(s):  
Grounded Theory ◽  
Parental Support ◽  
Economic Status ◽  
School Education ◽  
Constructivist Grounded Theory ◽  
Theory Approach ◽  
Self Directed Learning ◽  
Quality Teachers ◽  
Socio Economic Status ◽  
Unlimited Time

AbstractTechnology adoption for school education further gained momentum during the COVID-19 pandemic. However, the challenges and strategies of children belonging to the less privileged (we use ‘privileged’ in the article to identify those enjoying a standard of living or rights as majority of people in the society) families are different from those of the children who come from socio-economically better-off (privileged) backgrounds. The purpose of this research is to explore the experiences of children with school education and using technology for learning. Past studies have highlighted the use of internet and communication technologies as a promising solution to provide quality school education in the remotest parts of the country. Previous research has also ascertained that the socio-economic status divide has no significant impact on the students’ ability to learn using technology. Children can use technology to learn irrespective of their socio-economic status and background. We conducted this exploratory qualitative study from a constructivist grounded theory perspective. A purposive sample of 14 students (9 from underprivileged and 5 from privileged family backgrounds) in the age group of 6–14 years, was used and unstructured interviews were conducted. We analysed the data using constructivist grounded theory methodology. We found that the experiences of privileged and underprivileged children differed with respect to access to internet, affordability of ICT device, quality teachers, parental support, and financial sponsorship. However, the experiences and perspectives of the children were found to be similar with respect to personal ownership of mobile phone device for unlimited time at own disposal, self-directed learning and having a trusted study advisor. The findings may be useful to policy makers and EdTech firms to build strategies and solutions for effective implementation of universal school education in the country.

scholarly journals Prevalence and patterns of cooking dinner at home in the USA: National Health and Nutrition Examination Survey (NHANES) 2007–2008

2013 ◽  
Vol 17 (5) ◽  
pp. 1022-1030 ◽  
Author(s):  
Senbagam Virudachalam ◽  
Judith A Long ◽  
Michael O Harhay ◽  
Daniel E Polsky ◽  
Chris Feudtner
Keyword(s):  
National Health ◽  
Economic Status ◽  
Household Wealth ◽  
Nutrition Examination Survey ◽  
Foreign Born ◽  
Socio Economic Status ◽  
Health And Nutrition ◽  
The Usa ◽  
Race Ethnicity ◽  
At Home

AbstractObjectiveTo measure the prevalence of cooking dinner at home in the USA and test whether home dinner preparation habits are associated with socio-economic status, race/ethnicity, country of birth and family structure.DesignCross-sectional analysis. The primary outcome, self-reported frequency of cooking dinner at home, was divided into three categories: 0–1 dinners cooked per week (‘never’), 2–5 (‘sometimes’) and 6–7 (‘always’). We used bivariable and multivariable regression analyses to test for associations between frequency of cooking dinner at home and factors of interest.SettingThe 2007–2008 National Health and Nutrition Examination Survey (NHANES).SubjectsThe sample consisted of 10 149 participants.ResultsAmericans reported cooking an average of five dinners per week; 8 % never, 43 % sometimes and 49 % always cooked dinner at home. Lower household wealth and educational attainment were associated with a higher likelihood of either always or never cooking dinner at home, whereas wealthier, more educated households were more likely to sometimes cook dinner at home (P < 0·05). Black households cooked the fewest dinners at home (mean = 4·4, 95 % CI 4·2, 4·6). Households with foreign-born reference persons cooked more dinners at home (mean = 5·8, 95 % CI 5·7, 6·0) than households with US-born reference persons (mean = 4·9, 95 % CI 4·7, 5·1). Households with dependants cooked more dinners at home (mean = 5·2, 95 % CI 5·1, 5·4) than households without dependants (mean = 4·6, 95 % CI 4·3, 5·0).ConclusionsHome dinner preparation habits varied substantially with socio-economic status and race/ethnicity, associations that likely will have implications for designing and appropriately tailoring interventions to improve home food preparation practices and promote healthy eating.

What More Than Parental Income, Education and Occupation? An Exploration of What Swedish Siblings Get from Their Parents

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Anders Björklund ◽  
Lena Lindahl ◽  
Matthew J. Lindquist
Keyword(s):  
Parenting Practices ◽  
Economic Status ◽  
Explanatory Power ◽  
Data Set ◽  
Parental Income ◽  
Socio Economic Status ◽  
Sibling Correlations ◽  
Community Influences ◽  
Long Run ◽  
The Impact

Abstract Sibling correlations are broader measures of the impact of family and community influences on individual outcomes than intergenerational correlations. Estimates of such correlations in income show that more than half of the family and community influences that siblings share are uncorrelated with parental income. We employ a data set with rich family information to explore what factors in addition to traditional measures of parents’ socio-economic status can explain sibling similarity in long-run income. Measures of family structure and social problems account for very little of sibling similarities beyond that already accounted for by income, education and occupation. However, when we add indicators of parental involvement in schoolwork, parenting practices and maternal attitudes, the explanatory power of our variables increases from about one-quarter (using only traditional measures of parents’ socio-economic status) to nearly two-thirds.

scholarly journals Parenting Practices as a Mediator in the Association Between Family Socio-Economic Status and Screen-Time in Primary Schoolchildren: A Feel4Diabetes Study

2018 ◽  
Vol 15 (11) ◽  
pp. 2553 ◽  
Author(s):  
Sara De Lepeleere ◽  
Ilse De Bourdeaudhuij ◽  
Vicky Van Stappen ◽  
Nele Huys ◽  
Julie Latomme ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Standard Error ◽  
Screen Time ◽  
Parenting Practices ◽  
Economic Status ◽  
Inverse Association ◽  
Mediating Effects ◽  
Socio Economic Status ◽  
Increased Risk

The aim of this study was to examine the mediating effects of specific parenting practices on the association between family socio-economic status (SES) and screen-time of 6- to 9-year-old children from families with an increased risk of developing type 2 diabetes. This cross-sectional study, focusing on families with an increased risk of developing type 2 diabetes, used the Belgian baseline data of the Movie Models intervention, integrated within the European Feel4Diabetes intervention, and included 247 parents (57.6% lower SES family; 78.0% mothers) who completed a questionnaire. Mediating effects were tested using MacKinnon’s product-of-coefficients test via multilevel linear regression analyses. Being consistent concerning rules about gaming (β = 0.127; standard error = 0.055; 95% CI = 0.020; 0.234) and avoiding negative role modeling concerning TV-time (β = −0.082; standard error = 0.040; 95% CI = −0.161; −0.003) significantly mediated the inverse association between family SES and children’s screen-time. Parents from lower SES families were more consistent concerning rules about gaming and watched more TV nearby their child compared to parents from higher SES families, and these parenting practices were related to more screen-time. No other parenting practices were found to mediate this association. Thus, parents from lower SES families with a higher risk for developing type 2 diabetes might limit their own TV-time nearby their child to reduce their child’s screen-time. Future research should examine other possible mediating factors to develop effective interventions targeting this important at-risk group.

scholarly journals The profile of the Greek ‘XXL’ family

2011 ◽  
Vol 14 (10) ◽  
pp. 1851-1857 ◽  
Author(s):  
Athanasios Christoforidis ◽  
Spyros Batzios ◽  
Haralampos Sidiropoulos ◽  
Maria Provatidou ◽  
Dimitris Cassimos
Keyword(s):  
Rural Areas ◽  
Primary Schools ◽  
Dietary Habits ◽  
Economic Status ◽  
Food Products ◽  
Educational Status ◽  
Eating Behaviours ◽  
Socio Economic Status ◽  
The Family ◽  
At Home

AbstractObjectiveTo identify Greek families in which all members were overweight or obese (XXL families) and to describe their profile with regard to their socio-economic status and their eating behaviours and practices.DesignA prospective cohort study.SettingThe metropolitan area of Kavala.SubjectsWe recruited children aged 11 and 12 years from twelve primary schools, and their parents, from volunteers. Auxologic measurements of the children included height and weight. A structured questionnaire pertaining to information on the socio-economic status of the family, anthropometric values and educational status of parents, dietary habits and the availability of various food products and beverages at home, as well as dietary intake, physical activity, time spent sleeping and time spent watching television, was filled in by one of the parents of each child. A total of 331 families finally participated.ResultsIn sixty-one families (18·43 %) both parents and child were either overweight or obese (XXL family), and in seven of these families all members were obese. Only twenty-eight families (8·46 %) had all members with a normal BMI. The XXL family was associated with lower educational status of both parents, whereas a higher percentage of XXL families resided in rural areas and had lower income. Skipping breakfast and spending more than 3 h in front of a screen every day were more frequently observed in XXL families. With regard to the availability of various food products and beverages at home, no significant differences were observed between XXL families and the rest of the studied families.ConclusionsGreek XXL families have lower educational status and lower annual income.

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