教育地位等级、课外活动和父母逻辑:来自加拿大的经验

IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Janice Aurini, Rod Missaghian, Roger Pizarro Milian
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引用次数: 18

摘要

本文借鉴美国关于“协同培养”的研究,比较了加拿大多伦多41位中上层家庭的育儿逻辑。我们不仅考虑父母如何安排孩子的课余时间(父母做什么),还考虑更广泛的学校生态如何影响他们的育儿逻辑(他们如何使自己的行为合理化)。我们发现父母的做法反映了美国的研究。中上层家庭让他们的孩子上多门课程,培养他们的技能。然而,与美国父母不同的是,加拿大父母的逻辑不是明确的分层导向,而是以进入精英大学的愿望为导向。加拿大的高等教育分层体系相对平坦,大学之间的声望差异很小,这促使一种更具表现力的育儿精神的出现。我们的研究结果通过阐明养育逻辑和教育地位等级之间的联系,引起了人们对社会行为宏观基础的关注。最后,我们考虑了跨国差异对养育理论和社会分层的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Educational Status Hierarchies, After-School Activities, and Parenting Logics: Lessons from Canada
This article draws from American research on ‘‘concerted cultivation’’ to compare the parenting logics of 41 upper-middle-class parents in Toronto, Canada. We consider not only how parents structure their children’s after-school time (what parents do) but also how the broader ecology of schooling informs their parenting logics (how they rationalize their actions). We find that parenting practices mirror American research. Upper-middle-class families enroll their children in multiple lessons and cultivate their children’s skills. However, unlike their American counterparts, Canadian parenting logics are not explicitly stratification oriented, guided by a desire to access elite universities. Canada’s relatively flat stratification system of higher education, where prestige differences between universities are minimal, prompts the emergence of a more expressive parenting ethos. Our findings draw attention to the macrofoundations of social behavior by articulating the connection between parenting logics and educational status hierarchies. We conclude by considering the implications of cross-national differences to theories of parenting and social stratification.
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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