Parents’ aspirations for their children's educational and occupational prospects in Greece: The role of social class

Vryōnidēs, Marios; Gouvias, Dionysios

doi:10.1016/j.ijer.2012.04.005

Cited by 17 publications

(14 citation statements)

References 26 publications

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“…The structural effects of the FVB type are also a research question which should be analysed in more detail. Finally, the effects of the educational background of parents are consistent with the findings of other studies (e.g., Sewell and Shah 1968a, b;Hyman and Voydanoff 1978;Teachman 1987;Jacob 2010;De Haan 2011;Vryonides and Gouvias 2012).…”

Section: Discussionsupporting

confidence: 90%

Work or university? Economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

Jüttler

Schumann

et al. 2016

Empirical Res Voc Ed Train

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Section: Discussionsupporting

confidence: 90%

Work or university? Economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

Jüttler

Schumann

et al. 2016

Empirical Res Voc Ed Train

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“…Otro estudio encontró que la participación de los padres en la enseñanza secundaria, como el apoyo en las tareas escolares, no tiene el mismo efecto positivo en los resultados de aprendizaje, que en los primeros grados (Hill & Tyson, 2009). Con relación a la forma en cómo los padres perciben y formulan expectativas y aspiraciones sobre los resultados educativos y ocupacionales de sus hijos, otra investigación concluyó que ellas influyen positiva y notoriamente en los grupos más educados (Vryonides & Gouvias, 2012).…”

Section: Factores Que Explican El Desempeño Académicounclassified

Perfiles de desempeño académico: la importancia de las expectativas familiares

Bravo-Sanzana

Salvo

Mieres

et al. 2017

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ResumenEl presente artículo explora algunos de los factores que explican el desempeño escolar. Para ello se identificaron y caracterizaron perfiles de estudiantes chilenos de octavo grado de primaria (media 13.65 años de edad/DS 0.74), en función de su desempeño académico en la prueba de Historia, Geografía y Ciencias Sociales, y variables de contexto. La base de datos fue generada por el Sistema de Medición de la Calidad de la Educación de Chile (Simce). La investigación se orientó desde el enfoque cuantitativo correlacional predictivo, utilizando el árbol de clasificación y regresión (cart). Las altas expectativas educacionales de la familia son el factor diferenciador más importante en el rendimiento escolar. Se discuten los resultados en función de la investigación y literatura generada acerca de estos temas. AbstractThis study explored some of the factors that explain school performance. To attain this, Chilean students' profiles of eighth year of primary school were identified and characterized (13.65 year old mean/DS 0.74). This was done according to their academic performance in the History, Geography and Social Sciences test, and the context variables. The database was provided by the Sistema de Medición de la Calidad de la Educación de Chile (Simce). The study was conducted by means of a predictive correlational quantitative design, using a classification and regression tree (cart). Parents' high educational expectations are the most important distinguishing factor in school performance. The results are discussed in relation to previous research about these topics.Palabras clave: desempeño escolar, escuela primaria, rol de la familia, expectativas educacionales de la familia, análisis de regresión, perfiles de estudiantes, cart.

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“…Research has generally revealed different resources, aspirations, strategies and practices among parents in Britain and other Western nations (e.g. Ball, 2003;Devine, 2004;Gillies, 2007;Irwin and Elley, 2011;Reay, 2004;Vryonides and Gouvias, 2012;Walkerdine, Lucey and Melody, 2001), which there is evidence to suggest come together in a 'messy' but 'recognisable' way (Lareau, 2003).…”

Section: Introductionmentioning

confidence: 99%

‘The helping, the fixtures, the kits, the gear, the gum shields, the food, the snacks, the waiting, the rain, the car rides … ’: social class, parenting and children's organised activities

Wheeler

Green

2018

Sport, Education and Society

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Class-related parenting cultures and ideologies have been of considerable interest to academics over the last two decades. Much of the research thus far has focused on exploring Annette Lareau's conceptualisations of 'natural growth' and 'concerted cultivation' and the implications for outcomes in relation to education. The focus of the present article is organised activities, which are a central but as yet relatively under-researched feature of middle-class parenting. The findings are based upon 73 semi-structured interviews with parents and children from 48 middle-class families living in and around a small city in northern England. The article reveals that initiating and facilitating children's organised activities is considered a central aspect of 'good' parenting in middle-class social networks. It is shown how this is a consequence of several developments within society over the past three decades or so, including the rising levels of maternal employment, the growing competitiveness of the labour market and the increasing concerns related to children's health and safety. It is argued that these developments have heightened middle-class parents' predisposition to not only be involved with and invest in their children's leisure biographies, but to do so in a more deliberate, rigorous and rational manner. Keywords parenting, concerted cultivation, generational changes, organised activities, social class 'discussion' to interact with and instruct their children. The second area was interactions with social institutions, with poor/working class parents being reluctant to intervene in their children's schooling while their middle-class counterparts viewed it as a right and responsibility. The final area was the organisation of daily life, with poor/working class children being allowed by their parents to 'play out' whereas middle-class children were encouraged by theirs to 'perform'. In relation to the latter, it was found that organised activities 'established and controlled' by parents dominated the lives of middleclass children. When considered together, Lareau (2003) observed two distinct 'cultural logics of childrearing' among poor/working-class and middle-class parents, which she conceptualised as 'natural growth' and 'concerted cultivation' respectively. Parenting cultures and ideologies are socially constructed and change over time (Chambers, 2012). Indeed, Lareau (2003) noted the importance of situating her cultural logics of child-rearing in their historical context. There is evidence of increasing investment by middle-class parents in their children's cognitive and physical abilities in recent years, which have been referred to as the 'scholarisation' (Cambridge Primary Review, 2010) and 'corporealisation' (Evans and Davies, 2010) of childhood. Middle-class parents appear to be spending more time with their children and investing earlier, more heavily and diversely, and over a longer period of time (Furstenberg, 2010; Gauthier, Smeeding and Furstenberg, 2004; Vincent and Ball, 2007). As well as in Lare...

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Parents’ aspirations for their children's educational and occupational prospects in Greece: The role of social class

Cited by 17 publications

References 26 publications

Work or university? Economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

Work or university? Economic competencies and educational aspirations of trainees with hybrid qualifications in Switzerland

Perfiles de desempeño académico: la importancia de las expectativas familiares

‘The helping, the fixtures, the kits, the gear, the gum shields, the food, the snacks, the waiting, the rain, the car rides … ’: social class, parenting and children's organised activities

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