Coached for the Classroom

2014/08/25 by Jessica McCrory Calarco · 38 citations
Social Sciences · #Parental Involvement in Education #School Choice and Performance #Early Childhood Education and Development

paper · doi:10.1177/0003122414546931

Abstract

Scholars typically view class socialization as an implicit process. This study instead shows how parents actively transmit class-based cultures to children and how these lessons reproduce inequalities. Through observations and interviews with children, parents, and teachers, I found that middle- and working-class parents expressed contrasting beliefs about appropriate classroom behavior, beliefs that shaped parents’ cultural coaching efforts. These efforts led children to activate class-based problem-solving strategies, which generated stratified profits at school. By showing how these processes vary along social class lines, this study reveals a key source of children’s class-based behaviors and highlights the efforts by which parents and children together reproduce inequalities.

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