An analysis of social class differentials in parent-initiated contact with teachers
An analysis of social class differentials in parent-initiated contact with teachers
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家长主动与教师接触的社会阶层差异分析
DOI：
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发表时间：
2019
影响因子：
2.1
通讯作者：
K. Barg
中科院分区：
文献类型：
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作者：
K. Barg
摘要本文分析了社会阶层与家长主动联系教师的关系。本研究的假设来源于拉罗的“协同培养”理论和理性教育决策的地位维持理论。对法国中学生进行的一次全国调查的数据被用来研究社会阶层在家长参与九年级活动方面的差异，因为学生即将从初中向高中进行重要的过渡。线性概率模型显示，家长主动与教师见面的可能性随着学生成绩的提高而降低，而一致的培养信念具有积极的影响。通过纳入互动条款的模型，提供了明确的证据表明，中产阶级的父母更有可能寻求会议比工人阶级的父母，当他们的孩子面临困难。
Abstract This article analyses the association between social class and parent-initiated contact with teachers. Hypotheses are derived from Lareau’s theory on ‘concerted cultivation’ and status maintenance theory on rational educational decision-making. Data from a national survey on French students traversing secondary school are used to study social class differentials in parents’ involvement in Grade 9 when students are about to proceed to an important transition from lower to upper secondary school. Linear probability models reveal that the likelihood that parents initiate meetings with teachers decreases as students’ performance increases and that concerted cultivation beliefs have positive effects. Through inclusion of interaction terms into the models, clear evidence is provided that middle-class parents are more likely to seek a meeting than working-class parents when their children face difficulties.