Social Class and Parental Attitudes Toward Education

Gorman, Thomas J.

doi:10.1177/089124198027001002

Cited by 53 publications

(17 citation statements)

References 10 publications

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“…In the same vein, universityeducated parents recalled their own primary school more positively in terms of the justness and impartially of the treatment which they had received, the quality of instruction, the encouragement, and the usefulness of the learning attained, in contrast to vocationally educated parents (Räty, 2003b; for similar results, see Brantlinger, 1985;Gorman, 1998).…”

Section: Introductionmentioning

confidence: 90%

Parents? satisfaction with their child?s first year of school

2004

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A group of university and vocationally educated parents (n = 486) were requested to evaluate their satisfaction with their child's first school year, and they were also asked to recall the positive and negative events from their child's academic year. Both structured and open-ended measures consistently revealed that parents were quite satisfied with the functioning of their child's school. Parents' social-psychological distance from the school, as measured by their social positions in the education hierarchy, tended to structure parental satisfaction: the mothers, and especially the university-educated parents, indicated the highest level of satisfaction, and these groups emphasized both positive and negative recollections; the group farthest from the school turned out be the vocationally educated fathers. Our results highlighted the teacher: the recollections concerning the teachers were evenly distributed into positive and negative accounts, and negative recollections regarding teachers and home-school cooperation in particular affected parents' overall satisfaction. The findings were discussed in terms of their implications for educational policy.

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Section: Introductionmentioning

confidence: 90%

Parents? satisfaction with their child?s first year of school

2004

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“…Clémance 2001). The predominant notion of intelligence is contested and resisted in the school as well (Gorman 1998). In our scrutiny of the children's drawings, we were therefore also interested in finding potentially critical or polemical elements.…”

Section: Introductionmentioning

confidence: 99%

A picture is worth a thousand words: a comparison of pupils’ images of intelligence in Finnish and Russian Karelia

et al. 2010

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The study set out to examine Finnish and Russian children's images of intelligence as contextualized in the systems of the school and gender. Finnish and Russian pupils, aged 11-12 years, were asked to draw pictures of an intelligent and an ordinary pupil and a good and an ordinary pupil. A distinctive feature shared by the children in both countries was that intelligent pupils were depicted as positively orientated to knowledge and studies and as similar to good pupils. The Russian children's pictures emphasized academic performance, suggesting that the contribution of the school to children's representations was greater in Russia than in Finland. In regard to gender appearance, the intelligent pupil was usually pictured in gender-neutral or childish features, suggesting that being defined as intellectually competent entailed deviating from the heterosexual ideal. In the discussion, the ambivalence associated with social definitions of intelligence is addressed.

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“…Role models and mentors, early education experiences, and parental involvement in education are influential in creating an atmosphere that values higher education (Akmal & Larsen, 2004;Bempechat, 1990;Gorman, 1998;McLaughlin & Shields, 1987). Many authors have concluded that parental attainment of higher education is the most potent variable in predicting the same in their children (Finnie, Childs, & Wismer, 2011;McMullen, 2013).…”

Section: Institutions Of Higher Learning: the Way Forwardmentioning

confidence: 99%

Indigenous Student Matriculation into Medical School: Policy and Progress

Sadler

Johnson

Brunette

et al. 2017

iipj

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Access to health care remains suboptimal for Indigenous people in Canada. One contributing factor is the longstanding undersupply of Indigenous physicians. Despite awareness of this issue, underrepresentation in medical schools continues. In 2002, Schulich School of Medicine and Dentistry (SSMD) policies were modified to enhance access for Indigenous students. This article describes our school's continuing journey of policy and process revision, formative collaborations, early learner outcomes, and lessons learned towards this goal. In the first 10 years, SSMD matriculated 15 additional Indigenous students via this new stream. All candidates were successful in the undergraduate medical curriculum, licensing examinations, and residency match. The majority were attracted to primary care specialties, training programs affiliated with SSMD, and practices in southern Ontario. While the process and curriculum have revealed their potential, its capacity is not being maximized.

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Social Class and Parental Attitudes Toward Education

Cited by 53 publications

References 10 publications

Parents? satisfaction with their child?s first year of school

Parents? satisfaction with their child?s first year of school

A picture is worth a thousand words: a comparison of pupils’ images of intelligence in Finnish and Russian Karelia

Indigenous Student Matriculation into Medical School: Policy and Progress

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