Mothers' Perception and Practice in Their Childs' Out of School [Summer] Time: A Socioeconomic Perspective

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Autor/in	Milhomme, Marcy B.
Titel	Mothers' Perception and Practice in Their Childs' Out of School [Summer] Time: A Socioeconomic Perspective
Quelle	(2014), (286 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-4816-9
Schlagwörter	Hochschulschrift; Dissertation; Mothers; Parent Attitudes; Middle Class; Working Class; Low Income Groups; Qualitative Research; Interviews; Journal Writing; Participant Observation; Socioeconomic Influences; Elementary School Students; Poverty; Socioeconomic Status; Child Rearing; Stakeholders; Family School Relationship; Anxiety; Intention; Social Class; Planning; School Schedules + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mother; Mutter; Elternverhalten; Mittelschicht; Arbeiterklasse; Qualitative Forschung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Teilnehmende Beobachtung; Sozioökonomischer Faktor; Armut; Socio-economic status; Sozioökonomischer Status; Kindererziehung; Angst; Social classes; Soziale Klasse; Ablaufplanung; Planungsprozess; Schulzeiteinteilung
Abstract	I set out to explore the question: How do middle-class, working-class and low-income mothers experience their children's out of school summer time? Using qualitative basic interpretive approach, study findings draw from interview data, journal entries and participant observations from a study completed with 22 mothers of varying socioeconomic statuses whose children underwent a 10 to 12 week summer vacation. Study participants had at least one child in K-6th grade during the study. All participants resided in one of three communities. Each community was selected because of contrasting makeups in terms of resident levels of education, poverty concentrations, economic prosperity and employment opportunities. I used Lareau's (2003; 2011) theories related to a cultural logic of childrearing and I asked three guiding questions. First, what are mothers' perceptions of summer related to learning regression? How do education stakeholders prepare families? How did preparation affect childrearing strategies? I find that the fissure between the school and the home begins even prior to the close of the school year. This anticipation for summer months creates anxieties for mothers who aspire to provide their children with productive out of school experiences, but find them unattainable due to life constraints. I also find that though mothers have intentions for keeping up with school-like activities, these goals are rarely realized. I also asked, how do mothers of varying SES characterize the purpose of their child's summer vacation; and where does summer vacation "fit" into family life? Regardless of social class, I find that mothers appropriate their own memories from their own histories with summer vacations. Middle-class mothers go to great lengths to construct summer plans for their children, but these efforts are often rebuffed as children use their own sense of agency and "child capital" (Chin and Phillips, 2004) in establishing their own schedules and summer routines. Finally, I asked how can Lareau's cultural logic of childrearing explain social class reproduction cycles? My findings were not entirely consistent with Lareau's theory of concerted cultivation and accomplishment of natural growth. As a result, I propose a reconceptualization of child-rearing practices during the summer called leveraged exploration and contingent exploration. These theories introduce new dimensions for understanding the replication of social class differences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01