Journal ArticleDOI
Parents' perspectives on technology and children's learning in the home: social class and the role of the habitus
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TLDR
This paper attempts to open up a space for examination of the differential experiences of parents from different social class backgrounds, of technology in the home, and how this informs the potential they see for family learning using technology.Abstract:
Government attention (in England and elsewhere) has been drawn to the role of technology in supporting learning in families. However, sociologists of education highlight that parent's ability to engage with their children's education and learning is not a straightforward issue. Drawing on the work of Pierre Bourdieu, this paper attempts to open up a space for examination of the differential experiences of parents from different social class backgrounds, of technology in the home, and how this informs the potential they see for family learning using technology. We use Bourdieu's concepts of ‘cultural and economic capital’ and ‘habitus’ to explore several themes. Firstly, the paper explores the impact of material inequalities of access on families and how this structures parental engagement with technology in relation to their children's schooling; secondly, how the harms and risks of technology are differentially experienced, negotiated and managed by parents from different social class backgrounds – with varying amounts of social and cultural resources available to them; thirdly, through discussion of the ‘generation gap’, we examine the significance of the parents' working lives (in terms of the privileged forms of engagement with technology, which professional employment increasingly requires and facilitates) in shaping parents' own relationships to education and learning.read more
Citations
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COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic
TL;DR: This article investigated parents' experiences and struggles during school closure using an online survey and found that parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle.
Journal ArticleDOI
Parental Co-Use of Media Technology with their Young Children in the USA
TL;DR: This paper examined factors associated with parent-child co-use across six types of media: books, TV, computers, video games, tablets, and smartphones, and found that parents are more likely to couse traditional media such as books and television, whereas they are least likely to use video games.
How parents of young children manage digital devices at home: the role of income, education and parental style
TL;DR: Chaudron et al. as discussed by the authors reported that parents are guided by their already-established styles of parenting and family values, extending these to digital media uses at home as soon as their young children first pick up a tablet or smartphone, and they adjust their approach to include younger children now going online.
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Educational and social correlates of the digital divide for rural and urban children: A study on primary school students in a provincial city of China
Yan Li,Maria Ranieri +1 more
TL;DR: Overall, these results are consistent with data from OECD countries and confirm that the digital divide represents a big social challenge, revealing that schools still have to develop effective strategies to balance social and learning opportunities among students.
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Facilitating Student Engagement Through Educational Technology: Towards a Conceptual Framework
Melissa Bond,Svenja Bedenlier +1 more
TL;DR: In this paper, a provisional bio-ecological framework of student engagement is proposed, and the micro-systemic facets of technology, teacher and curriculum are further explored in their relation to fostering student engagement.
References
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Book
Unequal Childhoods: Class, Race, and Family Life
TL;DR: The power and limits of social class are explored in this paper, where the authors present a theory of Bourdieu's theory of the power of social structure and daily life in the organization of daily life.
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Social class differences in family-school relationships: the importance of cultural capital
TL;DR: In this article, a qualitative study of family-school relationships in white working-class and middle-class communities was conducted, and the results indicated that schools have standardized views of the proper role of parents in schooling and social class provides parents with unequal resources to comply with teachers' requests for parental participation.
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‘It's all becoming a habitus’: beyond the habitual use of habitus in educational research
TL;DR: The concept of habitus lies at the heart of Bourdieu's theoretical framework as discussed by the authors and it is a complex concept that takes many shapes and forms in the author's own writing, even more so in the wider sociological work of other academics.
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Invisible Inequality: Social Class and Childrearing in Black Families and White Families
TL;DR: This paper found that middle-class children gain an emerging sense of entitlement from their family life, while working-class and poor children did not display the same feelings of entitlement or advantages.