父母对子女教育途径的投资:瑞士家庭与移民家庭的比较

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2023-07-01 DOI:10.2478/sjs-2023-0019

Chantal Kamm, A. Gomensoro, M. Heers, Sandra Hupka-Brunner

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引用次数: 0

摘要

当谈到实现他们对孩子的教育事业的愿望时，父母采取什么策略?通过纵向和代际混合方法研究，我们探索了儿童教育途径与父母教育愿望和策略之间复杂的相互作用。我们关注的是社会地位适中(有或没有移民背景)的父母，他们的孩子的教育轨迹发展成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Parental Investment in Children’s Educational Pathways: A Comparative View on Swiss and Migrant Families

Abstract What strategies do parents adopt when it comes to realizing the aspirations they have for their children’s educational career? Drawing on a longitudinal and intergenerational mixed-method study, we explore the complex interplay between children’s educational pathways and parental educational aspirations and strategies. We focus on parents of modest social status (with and without migration background) whose children’s educational trajectories have developed successfully.

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.