A Comparative Perspective on Social Class Inequalities in Parental Involvement in Education: Structural Dynamics, Institutional Design, and Cultural Factors

Autor/inn/en	Goldstone, R.; Baker, W.; Barg, K.
Titel	A Comparative Perspective on Social Class Inequalities in Parental Involvement in Education: Structural Dynamics, Institutional Design, and Cultural Factors
Quelle	In: Educational Review, 75 (2023) 5, S.976-992 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1974347
Schlagwörter	Social Class; Social Differences; Parent Participation; Cultural Influences; Socioeconomic Status; Parent School Relationship; Foreign Countries; Cross Cultural Studies; Institutional Characteristics; Educational Policy; Equal Education; United States; Europe; Asia + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Sozialer Unterschied; Elternmitwirkung; Cultural influence; Kultureinfluss; Socio-economic status; Sozioökonomischer Status; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; USA; Europa; Asien
Abstract	The goal of this paper is to extend research on parental involvement in education and its relationship to social class and inequalities. We do so by developing a new theoretical framework that helps us to better understand and explain cross-national and cross-cultural differences in how parental involvement in education differs across socio-economic groups. We propose that giving greater analytical attention to the role of institutional factors, cultural processes, and the underlying class and economic structures of particular countries is important for understanding the social mechanisms underpinning patterns of parental involvement in education. Once this framework has been developed, we identify promising directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01