Literaturnachweis - Detailanzeige
Autor/in | van Stee, Elena G. |
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Titel | Privileged Dependence, Precarious Autonomy: Parent/Young Adult Relationships through the Lens of COVID-19 |
Quelle | (2022), (36 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (van Stee, Elena G.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Parent Child Relationship; Social Class; Undergraduate Students; COVID-19; Pandemics; School Closing; Social Influences; African American Students; White Students; Middle Class; Working Class; Mothers; Parent Responsibility; Student Responsibility; Distance Education; Educational Technology; Power Structure; Racial Differences; Money Management; Student Needs; Social Differences Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Social classes; Soziale Klasse; School closings; Schule; Schließung; Schließung (von Schulen); Sozialer Einfluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mittelschicht; Arbeiterklasse; Mother; Mutter; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Rassenunterschied; Sozialer Unterschied |
Abstract | Objective: This article identifies how social class differences in undergraduates' relationships with their parents shaped their responses to educational disruptions caused by the COVID-19 pandemic. Background: The mechanisms through which parents transmit class advantages to children are often hidden from view and therefore remain imperfectly understood. This study uses the case of the COVID-19 pandemic to examine how young adults from different social class backgrounds expect, negotiate, and attach meaning to parental support. Method: This study draws from in-depth interviews with 48 Black and White upper-middle and working-class undergraduates from a single elite university, along with 10 of their mothers. Results: Facing pandemic-related disruptions, upper-middle-class students typically sought substantial direction and material assistance from parents. In contrast, working-class students typically assumed more responsibility for their own--and sometimes other family members'--well-being. These classed patterns of "privileged dependence" and "precarious autonomy" were shaped by students' understandings of family members' authority, needs, and responsibilities. Conclusion: Upper-middle-class students' greater dependence on parents functioned as a protective force, enabling them to benefit from parents' material and academic support during the transition to remote instruction. These short-term protections may yield long-term payoffs denied their working-class peers. Beyond the immediate context of the COVID-19 pandemic, the concepts of "privileged dependence" and "precarious autonomy" offer scholars a set of theoretical tools for understanding class inequality in other young adult contexts. [This paper will be published in "Journal of Marriage and Family."] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |