Brothers and sisters: a source of support for children in school?

Hadfield, Lucy; Edwards, Rosalind; Mauthner, Melanie

doi:10.1080/03004270500507602

Cited by 10 publications

(13 citation statements)

References 5 publications

(4 reference statements)

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“…However, Coleman remains so fixated on the role of parents in the transmission of capital that, rather than conceptualised as active agents capable of effecting social influence, siblings are said to dilute parentally-provided capital. For critiques see Holland, 2008;Hadfield et al, 2006;Gillies and Lucey, 2006. iii Although not limited to full siblings in this study, these constructions were less common amongst step siblings with no shared genetic heritage.…”

Section: Resultsmentioning

confidence: 99%

“…This work was continued under the Timescapes programme of research (Edwards and Weller, 2011) where the evolution of gendered sibling relationships and the dynamics of sibling care and support were explored through time. In exploring exchanges of sibling support at school, work by Holland (2008), Hadfield et al (2006) and Gillies and Lucey (2006) also highlights the ambivalent nature of many sibling relationships, which can be highly conflictual whilst also characterised by emotional support. Here my focus is less on the everyday lived realities of interactions between siblings and more on how individual young people think about themselves in relation to their siblings.…”

Section: Siblings In Sociologymentioning

confidence: 99%

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Siblings, Stories and the Self: The Sociological Significance of Young People’s Sibling Relationships

Davies

2014

Sociology

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This article explores the significance of intra-generational ties with siblings to sociological understandings of the . D who they have the potential to become in the future, it is demonstrated that identities are often constructed in relation to how they are similar to or different from their sibling(s). Literature expounding the role of stories in the construction of the self is used to suggest that the comparing that is at the heart of the relational construction of sibling identities can occur through the telling and re-telling of family stories within the politics and power dynamics of existing relationships. The article concludes by suggesting that sibling relationships be conceptualised as part of a web of relationships in which young people are embedded.

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Section: Resultsmentioning

confidence: 99%

Section: Siblings In Sociologymentioning

confidence: 99%

Siblings, Stories and the Self: The Sociological Significance of Young People’s Sibling Relationships

Davies

2014

Sociology

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“…Their concern for their siblings’ welfare reciprocated the concern often described for siblings without disabilities (Barr and others, 2008; Connors and Stalker, 2003; Pit‐Ten Cate and Loots, 2000). Rambo provided ‘typical’ older brother physical protection (Gillies and Lucey, 2006; Hadfield and others, 2006), which is noteworthy given the physical nature of his disability. Many participants were also carers; only Barney was cared for by her younger sibling, despite this dynamic being commonly reported in the disability literature (Connors and Stalker, 2003; Gallagher and others, 2006; Pit‐Ten Cate and Loots, 2000).…”

Section: Discussionmentioning

confidence: 99%

Being the Older Sibling: Self‐Perceptions of Children with Disabilities

Serdity

Burgman

2011

Children & Society

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This exploratory study explored the experience of being an older sibling, from the perspective of children with disabilities. A phenomenological approach was used to investigate the experiences of 10 children with disabilities. The participants described engagement in older sibling roles that they perceived to positively influence their sense of self. In most instances participants perceived family dynamics, gender and personality to be more influential on this engagement than their impairment. Children with disabilities engage in a diversity of roles as an older sibling. These roles need to be respected and built upon in family centred‐practice to enable children to fully contribute to family life.

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“…Edwards and others, 2006; Morrow, 2004b; Reynolds, 2007; Weller, 2007). Indeed, when support from teachers, parents and other significant adults fails, peers can comprise a strong source of care and control (Gillies and Lucey, 2006; Hadfield and others, 2006; Raffo and Reeves, 2000).…”

Section: Introductionmentioning

confidence: 99%

Support and Control among ‘Friends’ and ‘Special Friends’: Peer Groups' Social Resources as Emotional and Moral Performances amidst Teenagers

Korkiamäki

2011

Children & Society

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Children are often regarded as being supported and controlled by adults, rather than their peer groups. In contrast, drawing on research carried out in Finland, this article considers peers as a resource. Using mainly a 14‐year‐old’s oral narratives, it is shown how the spatial and social context enables and inhibits children’s mutual support and control, reflecting and producing social and moral positions, and inclusion and exclusion. The analysis exploits the performance approach, which stresses children’s active role in the formation of social resources and reconstructs support and control from a child’s point of view.

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Brothers and sisters: a source of support for children in school?

Cited by 10 publications

References 5 publications

Siblings, Stories and the Self: The Sociological Significance of Young People’s Sibling Relationships

Siblings, Stories and the Self: The Sociological Significance of Young People’s Sibling Relationships

Being the Older Sibling: Self‐Perceptions of Children with Disabilities

Support and Control among ‘Friends’ and ‘Special Friends’: Peer Groups' Social Resources as Emotional and Moral Performances amidst Teenagers

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