Featured Research
from universities, journals, and other organizations
Social class makes a difference in how children tackle classroom problems
Date:
August 27, 2014
Source:
Indiana University
Summary:
Social class can account
for differences in how parents coach their children to manage classroom
challenges, a study shows. Such differences can affect a child's
education by reproducing inequalities in the classroom. With the
widening gaps in educational outcomes between social classes, the
researcher suggested that this study could help schools become more
aware of these differences and make moves to reduce the inequalities.
An
Indiana University study has found that social class can account for
differences in how parents coach their children to manage classroom
challenges. Such differences can affect a child's education by
reproducing inequalities in the classroom.
"Parents have different beliefs on how to deal with challenges in the
classroom," said Jessica McCrory Calarco, assistant professor in IU
Bloomington's Department of Sociology in the College of Arts and
Sciences. "Middle-class parents tell their children to reach out to the
teacher and ask questions. Working-class parents see asking for help as
disrespectful to teachers, so they teach their children to work out
problems themselves."
Calarco studied four classrooms in a public school from their time in third grade through fifth grade. To isolate differences based on social class alone, she only collected interviews from Caucasian students and families, in addition to their teachers.
In general, middle-class children get more attention from their instructors because they actively seek it, while working-class children tend to stay silent through any of their educational struggles so as not to be a bother. Calarco said the differences in how parents teach their children to deal with problems in school stem primarily from parents' level of involvement in their children's schooling.
"Middle-class parents are more plugged into the school, so they know what teachers expect in the classroom. Working-class parents don't think it's their place to be involved, so they tend to be less aware of what teachers expect today," Calarco said.
With the widening gaps in educational outcomes between social classes, Calarco suggested that this study could help schools become more aware of these differences and make moves to reduce the inequalities.
"Schools can step in to alleviate these differences in kids' willingness to seek help," Calarco said. "Teachers need to be aware of social class differences that students are bringing with them into the classroom. They need to be more active in seeking out struggling students, because if we leave it up to the kids, they may not seek it themselves."
Calarco studied four classrooms in a public school from their time in third grade through fifth grade. To isolate differences based on social class alone, she only collected interviews from Caucasian students and families, in addition to their teachers.
In general, middle-class children get more attention from their instructors because they actively seek it, while working-class children tend to stay silent through any of their educational struggles so as not to be a bother. Calarco said the differences in how parents teach their children to deal with problems in school stem primarily from parents' level of involvement in their children's schooling.
"Middle-class parents are more plugged into the school, so they know what teachers expect in the classroom. Working-class parents don't think it's their place to be involved, so they tend to be less aware of what teachers expect today," Calarco said.
With the widening gaps in educational outcomes between social classes, Calarco suggested that this study could help schools become more aware of these differences and make moves to reduce the inequalities.
"Schools can step in to alleviate these differences in kids' willingness to seek help," Calarco said. "Teachers need to be aware of social class differences that students are bringing with them into the classroom. They need to be more active in seeking out struggling students, because if we leave it up to the kids, they may not seek it themselves."
Story Source:
The above story is based on materials provided by Indiana University. Note: Materials may be edited for content and length.
The above story is based on materials provided by Indiana University. Note: Materials may be edited for content and length.
Journal Reference:
- J. M. Calarco. Coached for the Classroom: Parents' Cultural Transmission and Children's Reproduction of Educational Inequalities. American Sociological Review, 2014; DOI: 10.1177/0003122414546931
Cite This Page:
Share This
More Science & Society News
Wednesday, August 27, 2014
Featured Research
from universities, journals, and other organizations
Water 'Thermostat' Could Help Engineer Drought-Resistant Crops
Aug. 27, 2014 — A gene that could help
engineer drought-resistant crops has been identified by researchers. The
gene, called OSCA1, encodes a protein in the cell membrane of plants
that senses changes in water ... full story
- Water 'Thermostat' for Drought-Resistant Crops
- Group Identity Touted More by Marginal Members
- Marching in Unison and Risk of Excessive Force
- Stopping Non-Essential Use of Fluorochemicals
- Potential Influences On Recent UK Winter Floods
- Can 14th Century Venice Teach Us About Ebola?
- Coal's Continued Dominance and Climate Change
- Young Driver's Gender Tied to Crash Type, Injury
- Less Domestic Violence In Couples Who Smoke Pot
- Trash Burning Worldwide Worsens Air Pollution
No comments:
Post a Comment
Please leave a comment-- or suggestions, particularly of topics and places you'd like to see covered