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Unequal Childhoods: Class, Race, and Family Life
01 Sep 2003-
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.
Abstract: Acknowledgments 1. Concerted Cultivation and the Accomplishment of Natural Growth 2. Social Structure and Daily Life PART I. THE ORGANIZATION OF DAILY LIFE 3. A Hectic Pace of Concerted Cultivation: Garrett Tallinger 4. A Child's Pace: Tyrec Taylor 5. Children's Play Is for Children: Katie Brindle PART II. LANGUAGE USE 6. Developing a Child: Alexander Williams 7. Language as a Conduit of Social Life: Harold McAllister PART III. FAMILIES AND INSTITUTIONS 8. Concerted Cultivation in Organizational Spheres: Stacey Marshall 9. Effort Creates Misery: Melanie Handlon 10. Letting Educators Lead the Way: Wendy Driver 11. Beating with a Belt, Fearing "the School": Little Billy Yanelli 12. The Power and Limits of Social Class Appendix A. Methodology: Enduring Dilemmas in Fieldwork Appendix B. Theory: Understanding the Work of Pierre Bourdieu Appendix C. Supporting Tables Notes Bibliography Index
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01 Sep 2012
TL;DR: In this article, a Mars Exploration Program lesson was prepared by Arizona State University's Mars Education Program, under contract to NASA's Jet Propulsion Laboratory, a division of the California Institute of Technology.
Abstract: 1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet
4,486 citations
TL;DR: A meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement found involvement that reflected academic socialization had the strongest positive association with achievement.
Abstract: Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families, family-school relations, and parental involvement in education has been highlighted. Although there is a growing body of literature focusing on parental involvement in education during middle school, this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis on the existing research on parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
1,626 citations
Cites background from "Unequal Childhoods: Class, Race, an..."
...…has different meanings and motivations across ethnicity (Hill & Craft, 2003; Lynch & Stein, 1987), and those from varying economic background engage in parental involvement with different levels of social capital (i.e., resources, knowledge; Hill et al., 2004; Lareau, 2003; Lareau & Horvat, 1999)....
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TL;DR: In this paper, the authors provide guidelines on how pediatricians can advocate for children by helping families, school systems, and communities consider how best to ensure that play is protected as they seek the balance in children's lives to create the optimal developmental milieu.
Abstract: Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play also offers an ideal opportunity for parents to engage fully with their children. Despite the benefits derived from play for both children and parents, time for free play has been markedly reduced for some children. This report addresses a variety of factors that have reduced play, including a hurried lifestyle, changes in family structure, and increased attention to academics and enrichment activities at the expense of recess or free child-centered play. This report offers guidelines on how pediatricians can advocate for children by helping families, school systems, and communities consider how best to ensure that play is protected as they seek the balance in children's lives to create the optimal developmental milieu.
1,476 citations
01 Jan 2011
TL;DR: Duncan et al. as discussed by the authors examined whether and how the relationship between family socioeconomic characteristics and academic achievement has changed during the last fifty years and found that the achievement gap between children from high and low-income families is roughly 30 to 40 percent larger among children born in 2001 than among those born twenty-five years earlier.
Abstract: In this chapter I examine whether and how the relationship between family socioeconomic characteristics and academic achievement has changed during the last fifty years. In particular, I investigate the extent to which the rising income inequality of the last four decades has been paralleled by a similar increase in the income achievement gradient. As the income gap between highand low-income families has widened, has the achievement gap between children in highand low-income families also widened? The answer, in brief, is yes. The achievement gap between children from highand lowincome families is roughly 30 to 40 percent larger among children born in 2001 than among those born twenty-five years earlier. In fact, it appears that the income achievement gap has been growing for at least fifty years, though the data are less certain for cohorts of children born before 1970. In this chapter, I describe and discuss these trends in some detail. In addition to the key finding that the income achievement gap appears to have widened substantially, there are a number of other important findings. First, the income achievement gap (defined here as the income difference between a child from a family at the 90th percentile of the family income distribution and a child from a family at the 10th percentile) is now nearly twice as large as the black-white achievement gap. Fifty years ago, in contrast, the black-white gap was one and a half to two times as large as the income gap. Second, as Greg Duncan and Katherine Magnuson note in chapter 3 of this volume, the income achievement gap is large when children enter kindergarten and does not appear to grow (or narrow) appreciably as children progress through school. Third, although rising income inequality may play a role in the growing income achievement gap, it does not appear to be the dominant
1,303 citations
Cites background from "Unequal Childhoods: Class, Race, an..."
...…relationship have been the subject of considerable disagreement and debate (see, for example, Bowles and Gintis 1976, 2002; Brooks-Gunn and Duncan 1997; Duncan and Brooks-Gunn 1997; Duncan, Brooks Gunn, and Klebanov 1994; Herrnstein and Murray 1994; Jacoby and Glauberman 1995; Lareau 1989, 2003)....
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...Although both middle-class and low-income parents may have become increasingly aware of the intellectual development of their children, Annette Lareau (1989, 2003) argues that middleand upper-class parents engage much more commonly in what she calls “concerted cultivation”— the deliberate…...
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...Lareau, Annette....
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...Although both middle-class and low-income parents may have become increasingly aware of the intellectual development of their children, Annette Lareau (1989, 2003) argues that middleand upper-class parents engage much more commonly in what she calls “concerted cultivation”— the deliberate organization of childhood around intellectual and socioemotional development....
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TL;DR: The authors distinguish three styles of understanding intersectionality in practice: group-centered, process-centered and system-centered: multiply marginalized groups and their perspectives at the center of the research, highlighting power as relational, seeing the interactions among variables as multiplying oppressions at various points of intersection and drawing attention to unmarked groups.
Abstract: In this article we ask what it means for sociologists to practice intersectionality as a theoretical and methodological approach to inequality. What are the implications for choices of subject matter and style of work? We distinguish three styles of understanding intersectionality in practice: group-centered, process-centered, and system-centered. The first, emphasizes placing multiply-marginalized groups and their perspectives at the center of the research. The second, intersectionality as a process, highlights power as relational, seeing the interactions among variables as multiplying oppressions at various points of intersection, and drawing attention to unmarked groups. Finally, seeing intersectionality as shaping the entire social system pushes analysis away from associating specific inequalities with unique institutions, instead looking for processes that are fully interactive, historically co-determining, and complex. Using several examples of recent, highly regarded qualitative studies, we draw attention to the comparative, contextual, and complex dimensions of sociological analysis that can be missing even when race, class, and gender are explicitly brought together.
1,240 citations