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Children's Education (children + education)
Selected AbstractsImmigrant Parents' Concerns Regarding Their Children's Education in the United StatesFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 4 2009Olena Nesteruk A growing body of research suggests that as immigrant families assimilate into U.S. culture, their children's academic achievements and aspirations decline. This article explores possible reasons for this finding from the perspective of immigrant parents from Eastern European countries whose children attend U.S. schools. In-depth, qualitative interviews are conducted with 50 married mothers and fathers who hold professional-status employment. The data are analyzed using open and axial coding approach and three central, recurring themes emerge: (a) Parental Influences: "Education is a must,. The sky is the limit"; (b) The Educational System: "Parental guidance and resources are required"; and (c) Sociocultural Influences: "Everything here is about making money,. But what about our children'" Supporting, illustrative narratives are presented in connection with each theme to explain the perspectives of these immigrant parents on their children's schooling in the United States, and to add other tentative factors for further research into the decline of the children's academic achievement and aspirations with longer residence in the United States. Implications for family and consumer scientists are presented. [source] Accommodation and Resistance: Latinas Struggle for Their Children's EducationANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2003Professor Irma M. Olmedo Accommodation and resistance are not dichotomous phenomena but, rather, interwoven strategies for immigrants trying to survive in a cultural environment different from their own. Both strategies are responses to conflict, especially in the education of children. This article examines these conflicts among two generations of Latinas, and the ways in which they capitalized on their funds of knowledge to resolve conflicts. The issues involve not only differences in cultural practices and beliefs but also how these are shaped by participants' social positions and the institutional forces that threaten their beliefs. [source] GOVERNMENT'S CONSTRUCTION OF THE RELATION BETWEEN PARENTS AND SCHOOLS IN THE UPBRINGING OF CHILDREN IN ENGLAND: 1963,2009EDUCATIONAL THEORY, Issue 3 2010David Bridges In this essay David Bridges argues that since most families choose to realize their responsibility for the major part of their children's education through state schools, then the way in which the state constructs parents' relation with these schools is one of its primary levers on parenting itself. Bridges then examines the way in which parent-school relations have been defined in England through government and quasi-government interventions over the last forty-five years, tracing these through an awakening interest in the relation between social class and unequal school success in the 1960s, passing through the discourse of accountability in the 1970s, marketization in the 1980s and 1990s, performativity extending from this period into the first decade of the twenty-first century, and, most recently, more direct interventions into parenting itself and the regulation of school relations with parents in the interests of safeguarding children. These have not, however, been entirely discrete policy themes, and the positive and pragmatic employment of the discourse of partnership has run throughout this period, albeit with different points of emphasis on the precise terms of such partnership. [source] Imagining the Future: Children, Education and Intergenerational Transmission of Poverty in Urban BangladeshIDS BULLETIN, Issue 1 2009Naila Kabeer Failure to invest in children's education is widely recognised as a key mechanism for the intergenerational transmission of poverty. At the same time, rising levels of education among different socioeconomic groups in countries like Bangladesh suggest that poverty on its own is not an adequate explanation for this failure. This article uses survey data on low-income households in urban Bangladesh to explore what differentiates parents who have managed to send their children to school from those who have not. One factor is education: parents with no education are more likely to have children of school-going age who are not at school. Different aspects of household vulnerability, as captured by asset deficits, reliance on casual labour and female headship, also play an important role in determining whether children go to school or not. In addition, the article argues that contextual factors have an important influence on how parents imagine their children's future and how children themselves regard education. The hazards of daily life in slum environments, the limited range of job opportunities available and the absence of decent educational facilities all serve to undermine parental commitment and children's motivation with regard to education. The article suggests that the state and civil society should collaborate to promote educational and livelihood interventions which are responsive to the needs of the more vulnerable sections of the poor and to reshape how parents and children envisage the future. [source] Sources of family income and expenditure on children's private, after-school education in KoreaINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 3 2001Young Sook Chung Abstract This paper examines the relationship between sources of family income and household expenditure on private, after-school education for children in secondary schools in Korea in the context of educational ,credentialism', which values evidence of college education highly. Data from a survey of 514 parents of secondary school students are used. Estimated ordinary least squares coefficients indicate that the wife's income, but not the husband's, was positively associated with the amount of spending on children's education at private, after-school programmes. This finding suggests that some married women with children in Korea seek employment in order to earn the money needed for their children's private, after-school education. [source] Impact of Migration on Kerala's Economy and SocietyINTERNATIONAL MIGRATION, Issue 1 2001K.C. Zachariah This article reports results of the first migration study covering the entire State of Kerala. It encompasses both measurement as well as analysis of the various types and facets of migration. Migration has been the single most dynamic factor in an otherwise dreary development scenario in Kerala during the last quarter of the twentieth century. Kerala is approaching the end of the millennium with a little cheer in many people's homes as a result of migration which has contributed more to poverty alleviation than any other factor, including agrarian reforms, trade union activities and social welfare legislation. The study shows that nearly 1.5 million Keralites now live outside India. They send home more than Rs.4,000 million a year by way of remittances. Three-quarters of a million former emigrants have come back. They live mostly on savings, work experience, and skills acquired while abroad. More than a million families depend on an internal migrant's earnings for subsistence, children's education and other economic requirements. Whereas the educationally backward Muslims from the Thrissur-Malappuram region provide the backbone of emigration, it is the educationally forward Ezhawas, Nairs and Syrian Christians from the former Travancore-Cochin State who form the core of internal migration. The article also analyses the determinants and consequences of internal and external migration. It offers suggestions for policy formulation directed at optimum utilization of remittances sent home by emigrants and the expertise brought back by the return migrants. Migration in Kerala began with demographic expansion, but it will not end up with demographic contraction. Kerala has still to develop into an internally self-sustaining economy. The prevailing cultural milieu in which its people believe that anything can be achieved through agitation, and any rule can be circumvented with proper political connections, must change and be replaced by a liberalized open economy with strict and definite rules of the game. [source] An exploration of factors that influence the regular consumption of water by Irish primary school childrenJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 5 2008C. Johnston Molloy Abstract Background, Inadequate hydration has been linked to many factors that may impact on children's education and health. Teachers play an important role in the education and behaviour of children. Previous research has demonstrated low water intake amongst children and negative teachers' attitudes to water in the classroom. The present study aimed to explore teachers' knowledge about water and the perceived barriers to allowing children access to water during lesson time. Methods, In-depth interviews were conducted with 12 teachers from primary schools in the Midlands of Ireland. Interviews were continued until there was saturation of the data. Thematic analysis of the data was conducted. Results, Participants had a poor knowledge of hydration requirements and the associated health benefits and effect on concentration. Low water intake amongst teachers and pupils, and barriers such as disruption to class and increased need to urinate, were reported. Teachers identified the hydration effect on learning as the education message most likely to influence the decision to allow water in the classroom. Conclusions, The issues, opinions and perceived barriers raised by teachers as part of this qualitative research provide a basis for future health promotion around water. [source] A unified middle class or two middle classes?THE BRITISH JOURNAL OF SOCIOLOGY, Issue 2 2004A comparison of career strategies, intergenerational mobility strategies between teachers, managers in contemporary Hong Kong Abstract A debate over whether the ,service class' is a unitary middle class or is divided between professionals and managers remains unsettled. This qualitative mobility study seeks to elucidate mobility processes of how professional and managerial groups secure their advantages throughout their working lives and over generations. Using data on contemporary Hong Kong, this paper compares the career strategies and intergenerational mobility strategies of forty teachers and thirty managers. Despite employing somewhat different career strategies, managers do not seem less able than teachers to secure their advantages through their worklives. Using the same intergenerational mobility strategies, teachers and managers exploit economic, cultural, and social resources in a similar way for their children's education. So far as demographic stability over generations is concerned a unified service class is in the making. [source] Empowerment and State Education: Rights of Choice and ParticipationTHE MODERN LAW REVIEW, Issue 6 2005Neville Harris Two separate discourses surround the involvement of parents in their children's education in schools. One is concerned with what is often referred to as ,parent power,' based on the conferment on parents of rights to a degree of choice and participation in respect of their children's education, a feature of legislative changes to the governance of state education that started with the Education Act 1980 and which, in part, rests on consumerist and liberal rights based notions. The other focuses on the home-school partnership ideal in which parents and schools have obligations to support each other in realising children's potential. Labour and Conservative 2005 general election campaigns included proposals to ,empower' parents. But social rights such as those in education, which are important to notions of citizenship, tend to be weak. This article concludes that over the past 25 years little power has been ceded to parents, individually or collectively, and that, in the case of rights of choice at least, any further empowerment seems unrealistic. Moreover, the principal mechanism of parental involvement, particularly since 1997, has been the enforcement of parental responsibility, a form of ,technology of citizenship'. The extent to which children hold participation and choice rights is also considered. [source] | ||||||||||