Název: "Good" parenting : parental support in education as a factor in inequality
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 2, s. [11]-28
Rozsah
[11]-28
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-2-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.78474
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Parental support is generally considered as important, positive, and desirable for students' educational trajectories. As research in education has repeatedly proven, parental capital significantly affects students' educational pathways in terms of ambitions, opportunities, and outcomes. In this article, we investigate how teachers and parents in Slovenia view the role of parents in students' educational trajectories. We observe whether their role might mitigate or increase educational inequalities. We draw on qualitative data obtained through interviews with teachers and parents of ninth-grade students in Slovenia. The article shows that parents in Slovenia are very involved in their children's educational process; they have high educational aspirations that seem to be internalized by their children. Their engaged involvement can be newly considered as a factor in the social differentiation of children, as it covertly sanctions those parents and children who are unable or unwilling to create a supportive family climate.
Reference
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[46] Živoder, A., & Ule, M. (2020). Slovenia: Overprotective parenthood: Parental involvement in the educational trajectories of their children in Slovenia. In A. Paseka & D. Byrne (Eds.), Parental involvement across European education systems: Critical perspectives (pp. 104–119). Routledge.
[2] Arendell, T. (1997). Contemporary parenting: Challenges and issues. Sage.
[3] Arnett, J. (2015). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press.
[4] Bakker, J., & Denessen, E. (2007). The concept of parent involvement: Some theoretical and empirical considerations. International Journal about Parents in Education, 1, 188–199.
[5] Bauman, Z. (2000). Liquid modernity. Polity Press.
[6] Beck, U. (2009). World at risk. Polity Press.
[7] Bendit, R., & Hanh-Bleibtreu M. (Eds.). (2008). Youth transitions: Process of social inclusion and patterns of vulnerability in a globalised world. Barbara Budrich.
[8] Biggart, A., & Kovacheva, S. (2006). Social change, family support and young adults in Europe. Wiley.
[9] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
[10] Butler, N., Quigg, Z., Bates, R., Jones, L., Ashworth, E., Gowland, S., & Jones, J. (2022). The contributing role of family, school, and peer supportive relationships in protecting the mental wellbeing of children and adolescents. School Mental Health, 14, 776–788. https://doi.org/10.1007/s12310-022-09502-9
[11] Chisholm, L., Büchner, P., Krüger, H., & du Bois-Raymond, M. (Eds.). (1995). Growing up in Europe: Contemporary horizons in childhood and youth studies. de Gruyter.
[12] Côté, J. E. (2007). Youth and the provision of resources. In H. Helve & J. Bynner (Eds.), Youth and social capital (pp. 59–70). Tufnell Press.
[13] Côté, J. E., & Levine, C. (2002). Identity formation, agency and culture: A social psychological synthesis. LEA Publ. https://doi.org/10.4324/9781410612199
[14] Dekleva, B., & Razpotnik, Š. (Eds.). (2002). Čefurji so bili rojeni tu: življenje mladih priseljencev druge generacije v Ljubljani. Inštitut za kriminologijo pri Pravni fakulteti.
[15] Deželan, T., & Lavrič, M. (Eds.). (2021). Youth 2020: The position of young people in Slovenia. University of Maribor Press & University of Ljubljana Press. https://doi.org/10.18690/978-961-286-518-4
[16] du Bois-Reymond, M., & Chisholm, L. (Eds.). (2006). The modernization of youth transition in Europe. Jossey-Bass.
[17] Edwards, R., & Alldred, P. (2000). A typology of parental involvement in education centring on children and young people: Negotiating familialisation, institutionalisation and individualisation. Journal of Sociology of Education, 21(3), 435–455. http://dx.doi.org/10.1080/713655358
[18] Epstein, J. (2001). School, family and community partnership: Preparing educators and improving schools. Westview Press.
[19] Felczak, J., & Julkunen, I. (2016). Educational and vocational guidance as support mechanisms in schools. In A. Walther, M. P. Amaral, M. Cuconato, & R. Dale (Eds.), Governance of educational trajectories in Europe: Pathways, policy and practice (pp. 141–160). Bloomsbury Academic. http://dx.doi.org/10.5040/9781474287203.ch-007
[20] Foskett, N. H., & Hesketh, A. J. (1997). Constructing choice in contiguous and parallel markets: Institutional and school leavers' responses to the new post-16 marketplace. Oxford Review of Education, 23(3), 299–319. http://www.jstor.org/stable/1050958
[21] Hodgkinson, T. (2010). The idle parent: Why less means more when raising kids. Penguin Books.
[22] Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 67(1), 3–42. https://doi.org/10.3102/00346543067001003
[23] Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130. https://doi.org/10.1086/499194
[24] Hurrelmann, K. (1990). Parents, peers, teachers, and other significant partners in adolescence. International Journal of Adolescence and Youth, 2(3), 211–236. https://doi.org/10.1080/02673843.1990.9747679
[25] James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Polity Press.
[26] Lareau, A. (2003§). Unequal childhoods: Class, race, and family life. University of California Press.
[27] Lavrič, M., Flere, S., Tavčar Krajnc, M., Klanjšek, R., Musil, B., Naterer, A., Kirbiš, A., Divjak, M., & Lešek, P. (2011). Youth 2010: The social profile of young people in Slovenia. Aristej.
[28] Leccardi, C., & Ruspini, E. (2006). A new youth: Young people, generations and family life. Ashgate.
[29] Litau, J., McDowell, J., Salovaara, V., Živoder, A., Dale, R., Tolomelli, A., & Cramer, C. (2013). Education! (What is it good for?): The relevance of education in contemporary knowledge society: Thematic report. GOETE project.
[30] Miheljak, V. (Ed.). (2002). Slovenska mladina na prehodu v tretje tisočletje. Aristej.
[31] Mollborn, S., & Lawrence, E. (2018). Family, peer, and school influences on children's developing health lifestyles. Journal of Health and Social Behavior, 59(1), 133–150. https://doi.org/10.1177/0022146517750637
[32] Nelson, M. (2010). Parenting out of control: Anxious parents in uncertain times. NYU Press.
[33] Razpotnik, Š. (2011). It is all up to me: Access to education and the discourse of individual responsibility. Teorija in Praksa, 48(5), 1466–1485.
[34] Rifkin, J. (2000). The age of access: The new culture of hypercapitalism. Penguin Putnam Inc.
[35] SURS (2021a, May 19). Enrolment rate in upper secondary education. https://www.stat.si/StatWeb/en/Field/Index/9/101
[36] SURS (2021b, May 19). In the school year 2020/21, slightly more upper secondary school students enrolled again. https://www.stat.si/StatWeb/en/News/Index/9588
[37] Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271
[38] Ule, M. (2013a). “I trust my mom the most”: Trust patterns of contemporary youth. In H. Warming (Ed.), Participation, citizenship and trust in children's lives (pp. 174–193). Palgrave Macmillan.
[39] Ule, M. (2013b). Governance of educational trajectories in Slovenia: Dilemmas and contradictions. Annales: Series Historia et Sociologia, 23(2), 291–302.
[40] Ule, M. (2016). Downward mobility is now a reality for a new generation of young people: Comparative analysis 1985–2015. Teorija in Praksa, 53(6), 1295–1308.
[41] Ule, M., Živoder, A., & du Bois-Reymond, M. (2015). 'Simply the best for my children': Patterns of parental involvement in education. International Journal of Qualitative Studies in Education, 28(3), 329–348. https://doi.org/10.1080/09518398.2014.987852
[42] Ule, M., Živoder, A., Lunabba, H., & du Bois-Reymond, M. (2016). Teachers and parents as actors in the students' educational transitions. In A. Walther, M. P. Amaral, M. Cuconato, & R. Dale (Eds.), Governance of educational trajectories in Europe: Pathways, policy and practice (pp. 247–264). Bloomsbury Academic. http://dx.doi.org/10.5040/9781474287203.ch-012
[43] Walther, A. (2006). Regimes of youth transitions: Choice, flexibility and security in young people's experiences across different European contexts. Young, 14(2), 119–139. https://doi.org/10.1177/1103308806062737
[44] Walther, A., Amaral, M. P., Cuconato, M., & Dale, R. (Eds). (2016). Governance of educational trajectories in Europe: Pathways, policy and practice. Bloomsbury Academic. http://dx.doi.org/10.5040/9781474287203
[45] Weinberg, L. M. (2009). Parents' educational expectations for their young children: SES, race/ethnicity and school feedback. Florida State University. http://purl.flvc.org/fsu/fd/FSU_migr_etd-1216
[46] Živoder, A., & Ule, M. (2020). Slovenia: Overprotective parenthood: Parental involvement in the educational trajectories of their children in Slovenia. In A. Paseka & D. Byrne (Eds.), Parental involvement across European education systems: Critical perspectives (pp. 104–119). Routledge.