scholarly journals The Influence of Social Class on Family Participation in Children’s Education: A Case Study

2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Salvador R. Vazquez ◽  
Patricia M. Greenfield
Keyword(s):  
Social Class ◽  
Los Angeles ◽  
Low Income ◽  
Formal Education ◽  
Comparative Case Study ◽  
Family Participation ◽  
Middle Income ◽  
Children's Education ◽  
Children’S Education

Parental involvement in children’s education is commonly accepted as beneficial. However, family social class plays a crucial role in the efficacy of homework help. In a comparative case study, a low-income immigrant family from Mexico and a middle-income family in Los Angeles were observed helping their children with math homework and were asked questions about goals, tutoring strategies, and beliefs about learning. Qualitative analysis focused on two effective teaching methods: scaffolding and productive struggle. The low-income mother with little formal education provided direct help rather than a scaffold, and disapproved of hard problems. However, an older sibling with more education than her mother used scaffolding and believed that difficult problems aid learning. In these respects, she resembled the college-educated middle-income mother. The sister exemplifies how older siblings in immigrant families provide bridges to educational achievement for younger siblings. We suggest effective ways for schools to involve parents who lacked educational opportunity themselves to participate in the education of their children.   How to cite this article: Vazquez, S. R., & Greenfield, P. M. (2021). The Influence of Social Class on Family Participation in Children’s Education: A Case Study. Revista Colombiana de Psicología, 30(1), 133-147. https://doi.org/10.15446/rcp.v30n1.89185

scholarly journals Diversity for Whom? Gentrification, Demographic Change, and the Politics of School Integration

2018 ◽  
Vol 33 (1) ◽  
pp. 16-43 ◽  
Author(s):  
Sarah Diem ◽  
Jennifer Jellison Holme ◽  
Wesley Edwards ◽  
Madeline Haynes ◽  
Eliza Epstein
Keyword(s):  
School Districts ◽  
Economic Integration ◽  
Low Income ◽  
Comparative Case Study ◽  
District Leaders ◽  
Critical Policy Analysis ◽  
School Demographics ◽  
The Face ◽  
Critical Policy

Gentrification and the displacement of low-income residents of color from neighborhoods where they have long resided has accelerated over the last 20 years. In some cities, this process has begun to impact school demographics. Although research shows that school districts experiencing gentrification are responding in ways that fuel segregation and inequality, in some contexts gentrification is viewed by administrators as an opportunity to seek racial and economic integration. In our exploratory comparative case study, we examined districts in gentrifying cities pursuing integration in the face of rapid gentrification. Our critical policy analysis illustrates how district leaders’ diversity efforts can be overshadowed by their desire to appease and attract gentrifying families. Although districts are maintaining or increasing diversity in gentrifying contexts, our study raises broader equity questions that call for further inquiry of within-district equity and the displacement of students.

scholarly journals Challenges and Strategies for Promoting Children’s Education: A Comparative Analysis of Chinese Immigrant Parenting in the United States and Singapore

Genealogy ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 20 ◽  
Author(s):  
Min Zhou ◽  
Jun Wang
Keyword(s):  
United States ◽  
New York ◽  
Los Angeles ◽  
The United States ◽  
Unintended Consequences ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Parenting Strategies ◽  
Children's Education ◽  
Children’S Education

Confucian heritage culture holds that a good education is the path to upward social mobility as well as the road to realizing an individual’s fullest potential in life. In both China and Chinese diasporic communities around the world, education is of utmost importance and is central to childrearing in the family. In this paper, we address one of the most serious resettlement issues that new Chinese immigrants face—children’s education. We examine how receiving contexts matter for parenting, what immigrant parents do to promote their children’s education, and what enables parenting strategies to yield expected outcomes. Our analysis is based mainly on data collected from face-to-face interviews and participant observations in Chinese immigrant communities in Los Angeles and New York in the United States and in Singapore. We find that, despite different contexts of reception, new Chinese immigrant parents hold similar views and expectations on children’s education, are equally concerned about achievement outcomes, and tend to adopt overbearing parenting strategies. We also find that, while the Chinese way of parenting is severely contested in the processes of migration and adaptation, the success in promoting children’s educational excellence involves not only the right set of culturally specific strategies but also tangible support from host-society institutions and familial and ethnic social networks. We discuss implications and unintended consequences of overbearing parenting.

Student Technology Projects in a Remote First Nations Village

2007 ◽  
pp. 137-140 ◽  
Author(s):  
Tish Scott
Keyword(s):  
British Columbia ◽  
First Nations ◽  
Qualitative Case Study ◽  
Multimedia Technology ◽  
Community Members ◽  
Community Based ◽  
Children's Education ◽  
Children’S Education

This qualitative case study focuses on community members’ observations and perceptions of student multimedia technology projects produced in a grade 6/7 class, particularly in relation to what they affirm is important for their children’s education. The projects are community-based and rooted in the First Nations culture of a remote village in northern British Columbia (Canada).

scholarly journals Persepsi Masyarakat Nelayan mengenai Pendidikan di Desa Paluh Kurau, Hamparan Perak, Deli serdang

2017 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Agung Suharyanto ◽  
Devi Annisa Siagian ◽  
Juanda Juanda ◽  
Supriadi Putro Panjaitan ◽  
Syafriyeni Tanjung ◽  
...  
Keyword(s):  
Formal Education ◽  
External Factors ◽  
Children's Education ◽  
Children’S Education ◽  
Internal And External Factors

The perception of fishermen about formal education is influenced by various factors, both internal and external factors. The perception someone has is different from the perception of others. Based on this the researcher in this case found that the views of parents of children's education in Hamlet 14 Village Paluh Kurau Kec. Silver Overlay Kab. Deli Serdang varies. From the data obtained from the parents in Dusun 14 Desa Paluh Kurau Kec. Silver Overlay Kab. Deli Serdang said that, firstly education is important, they always tell and do not forbid their children to go to school, it's just that sometimes their children do not want to go to school. Second, parents are still more concerned with the economy, it is evidenced by how to include children in terms of making a living. This happens because parents have experienced it from previous generations. This situation is in perparah with the behavior of children in line with the old opinion where the school was not so important.

scholarly journals PARENTS INVOLVEMENT ON CHILDREN’S EDUCATION AT ELEMENTARY SCHOOL IN OMESURI, LEMBATA REGENCY

2019 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Ramadhan Jamhar ◽  
Sunu Hastuti
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary Education ◽  
Parental Involvement ◽  
Children's Education ◽  
Positive Effects ◽  
Children’S Education ◽  
Parents Involvement ◽  
Learning At Home

This study was done to know the parents’ involvement on children’s education at elementary school in Omesuri, Lembata Regency. The aim of the study is to ascertain how does parental involvement on students elementary education. In this case study, a qualitative research was used. Data was gathered by interviewing parents of five differents elementary school in Omesuri, who all have children that have good achivement in academic. The study found that all participants are all highly involved with their children’s education. However, not all aspects the parents involved. There were three of six aspects that the parents involved, namely parenting, communication, and learning at home. While the other three aspects were not involved, namely volunteering, decision making, and collaborating with community. The study showed that parental involvement has positive effects on students’ academic achievement on Elementary Schools in Omesuri.

scholarly journals Potential for health economics to influence policies on tobacco use during pregnancy in low-income and middle-income countries: a qualitative case study

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e045624
Author(s):  
Tuba Saygın Avşar ◽  
Louise Jackson ◽  
Hugh McLeod
Keyword(s):  
Health Economics ◽  
Pregnant Women ◽  
Tobacco Use ◽  
Low Income ◽  
Tobacco Cessation ◽  
Qualitative Case Study ◽  
Middle Income ◽  
Middle Income Countries ◽  
Country Specific

IntroductionTobacco control during pregnancy is a policy priority in high-income countries (HICs) because of the significant health and inequality consequences. However, little evidence exists on interventions to reduce tobacco use in low-income and middle-income countries (LMICs), especially for pregnant women. This study aimed to assess how health economics evidence, which is mainly produced in HICs, could be adopted for tobacco cessation policies for pregnant women in LMICs.MethodsA qualitative case study was conducted in an international public health organisation. The organisation was chosen due to its capacity to influence health policies around the world. Tobacco control experts working in the organisation were identified through purposeful sampling and snowballing. Semistructured interviews were conducted with 18 informants with relevant experience of countries from all of the regions covered by the organisation. Data were analysed using the framework method.ResultsIn practice, tobacco cessation during pregnancy was not viewed as a priority in LMICs despite international recognition of the issue. In LMICs, factors including the recorded country-specific prevalence of tobacco use during pregnancy, availability of healthcare resources and the characteristics of potential interventions all affected the use of health economics evidence for policy making.ConclusionThe scale of tobacco use among pregnant women might be greater than reported in LMICs. Health economics evidence produced in HICs has the potential to inform health policies in LMICs around tobacco cessation interventions if the country-specific circumstances are addressed. Economic evaluations of cessation interventions integrated into antenatal care with a household perspective would be especially relevant in LMICs.

scholarly journals Intersecting social structures and human actors: Ganfoso refugees’ settling experiences and impact on children’s education

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Beatrice Akua-Sakyiwah
Keyword(s):  
Formal Education ◽  
Qualitative Interviews ◽  
Structuration Theory ◽  
Refugee Camp ◽  
Social Structures ◽  
Refugee Children ◽  
Head Teachers ◽  
Children's Education ◽  
Children’S Education ◽  
Human Actors

Abstract The myth that Ghana is stable and peaceful, cause many refugees from across Africa and elsewhere, escaping wars from their countries to flee there. Whilst here, refugees face transitional problems in acculturation and settlement, stemming from a lack of education, as many have not had formal education before coming to Ghana. The problem is worsened by an immigration system and a social structure that delays responding to refugees’ needs. With a lack of viable employment to support parents’ settlement needs, these cumulatively function to affect refugee children’s educational attainment. Using ideas from Giddens’ structuration theory as a conceptual framework, the research seeks to understand how immigration rules and other mediated rules at the Ganfoso Refugee Camp, interlacing refugee parents’ acculturation/settlement experiences, impact children’s educational lives. The article uses narratives from teachers/head-teachers, refugee camp management, and a cross-section of community members to highlight how social structures, policy regulation and implementation, combined with issues of refugees’ agency (personal experiences and responses to situation), impact upon their settlement and affect their children’s education. Through qualitative interviews with 69 participants, the article highlight discussions on the effect of institutional barriers to refugees’ experiences, and impact on educational access of refugee children in Ghana.

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