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1.
Alessandra Minello Hans-Peter Blossfeld 《British Journal of Sociology of Education》2017,38(5):686-704
Empirical studies have repeatedly shown that in Germany educational success still strongly depends on the social origin of individuals. Using the National Educational Panel Study, we analyse the effects of fathers’ and mothers’ education levels on their sons’ and daughters’ educational attainments across three successive birth cohorts in West Germany. We calculate the predicted probabilities of reaching low, medium or high education levels on the basis of the level of education of the mothers and the fathers. Our results show: a persistence of the status maintenance model, with very few exceptions; a growth in the educational level of women via medium-level education connected to segregation in the labour market; and finally that the first transition of girls to medium-level education has been completed, leaving space for daughters to attempt to outnumber sons in tertiary education, mainly due to the pressure of mothers. 相似文献
2.
Garima Sharma 《Compare》2019,49(3):358-374
Current literature on parent aspirations has not empirically explored the factors that may lead to differences in aspirations among similar types of parents. Additionally, little is known about the gendered nature of these differences. In this study, we seek to understand factors shaping mothers’ aspirations in regards to education, marriage, and careers of their daughters and sons, and to explore why differences may be found for mothers from similar socioeconomic backgrounds. Using a case study approach, we conduct in-depth interviews with 28 mothers in the Indian town of Forbesganj, Bihar. We use a conceptual framework based on the capabilities approach, and draw on theories of social learning, or learning from one’s peers, through which to understand differences in aspirations. Findings suggest that mothers desire lives for their children that are different from their own, and that conceptions of such lives are influenced by exposure to role models in their communities. 相似文献
3.
《International Journal of Educational Development》2004,24(1):23-38
Vietnam’s social policy reforms in the transition to a market economy included the introduction of fees for primary and secondary school in the late 1980s. Using data from the Viet Nam Living Standards Surveys, this paper examines how the increasing costs of education to households have impacted on school enrolment between 1993 and 1998, giving special attention to daughters’ schooling. Data shows that, despite rising costs for education, enrolment rates have increased. A multivariate analysis indicates that, compared to sons, daughters’ school enrolment at ages 11–18 yr is much more responsive to household characteristics. Among poor families, daughters’ schooling is particularly vulnerable. 相似文献
4.
采用修订的《家庭教养方式调查表》测查了470名普通中学生的家庭教养方式,并探讨了其中247名普通高中生家庭教养方式与321名职高生家庭教养方式的异同。结果显示,由24道题组成的调查表具有较好的一致性和效度;普通高中生父母对子女的要求程度和关心程度都显著低于初中生,父母对子女的要求程度显著高于其关心程度;尽管母亲对中学男女生的教养方式没有明显差异,父亲对男生尤其是高中男生的要求程度、对女生尤其是初中女生的关心程度都明显高一些;结合两个维度对中学生家庭教养方式进行诊断之后发现,采取放任型教养方式的父母的文化程度偏低,而权威型和溺爱型的父母文化程度则较高。应用该调查表对职业高中生的测查发现了类似的规律,但职高生父母对子女的关心程度明显高于其要求程度,这与普高生父母的做法刚好相反;尽管他们采用权威型教养方式的比例差别不大,但有更多的职高生父母采取了放任型和溺爱型的教养方式,采取专制型教养方式的职高生父母相对更少。 相似文献
5.
David Limond Corresponding author 《Sex education》2013,13(2):107-109
Young adolescents in communities with high rates of early sexual initiation are at risk of multiple negative health outcomes. Although sex education programs for this age group are often controversial, surveys document that many mothers and fathers would appreciate guidance about how to discuss sexuality with their children. This paper presents an innovative strategy for reaching inner‐city parents and helping them communicate effectively with their preteen sons and daughters about the importance of delaying sexual initiation. Input from 38 focus groups with 109 youths and 64 parents was used to inform the development of an intervention, called Saving Sex for Later. This theoretically grounded intervention is designed for communities where adolescents are at high risk of initiating sex prior to or early in high school. It consists of three audio‐CDs that contain dramatic role‐model stories to help parents identify ‘teachable moments’ to talk with their sons and daughters about their values and expectations, set household rules and respond appropriately to both positive changes in their adolescents' development and warning signs of trouble. In addition to describing how community input informed the stories, a random sample of 133 parents from one school community was mailed the audio‐CDs. Feedback includes examples of how parents applied messages to talk with their children about changing bodies, changing relationships and reasons for delaying sexual initiation. The next steps include evaluating whether the intervention is effective in helping parents convey sexual abstinence messages and in supporting the delayed sexual initiation of their young adolescent children. 相似文献
6.
People of Latin American descent make up the largest and fastest-growing minority group in the USA. Rates of pregnancy, childbirth, and sexually transmitted infections among people of Latin American descent are higher than among other ethnic groups. This paper builds on research that suggests that among families of Latin American descent, mothers have a particularly strong influence on the sexual attitudes and behaviours of their children, yet that parents of Latin American descent communicate less with their children about sex than parents of other ethnic groups. It examines the messages about sex women received as children in their countries of origin, and how these messages and their views of the USA influence the sexual education women provide for their children. On the basis of data from focus groups, we suggest that, in spite of the persistence of sexual silence, some women's self-reflective analyses of their own sexual education as well as their views of the USA as a sexually more open society contribute to their views of silence as dangerous and trigger more open communication with sons and daughters. Mothers hope to break the cycle of unwanted pregnancy by speaking with daughters about the consequences of menstruation and with sons about contraception. 相似文献
7.
Ashley Murray Monica U. Ellis Ted Castellanos Zaneta Gaul Madeline Y. Sutton Carl D. Sneed 《Sex education》2014,14(5):597-608
We examined approaches used by African-American mothers and mothers of Latino descent for informal sex-related discussions with their children to inform sexually transmitted infection (STI)/HIV intervention development efforts. We recruited mothers (of children aged 12–15) from youth service agencies and a university in southern California. Fourteen focus groups were conducted: eight with African-American mothers (n = 31) and six with mothers of Latino descent (n = 24). Data were transcribed, coded for most common themes by four of the authors and reviewed for differences by gender of child. Four key themes emerged when focusing on parent–child discussions about sex: (1) sexual activity discussions took place for both sons and daughters; (2) protection from STI/HIV and pregnancy was a key topic; (3) the use of a direct, honest approach was preferred by mothers; and (4) seizing the moment was important for discussion opportunities. These data help broaden our understanding about the strategies used by African-American mothers and mothers of Latino descent for sexual health discussions with their sons and daughters. Evaluations of these for their potential impact on youth sexual health outcomes are warranted. The data can also contribute to the development of new culturally tailored parent–child communication strategies and HIV prevention interventions for young people of colour. 相似文献
8.
Generational boundary dissolution between mothers and their preschool children: a relationship systems approach 总被引：1，自引：0，他引：1
A particular perspective on relationship systems served as the basis for this research. Postulates within this perspective include qualitative aspects of relationships are stable over time, and there are lawful relations among relationships within the same system. Previously, a concept of seductive mother-toddler relationships was initially validated. From the theory surrounding this concept, later forms of this pattern were conceived, and a hypothesis concerning complementary mother-daughter relationships was formulated. In the present research we showed first that the pattern of "seductiveness" was stable, though transformed, from 24 to 42 months. Second, the same mothers were not found to be seductive with male or female siblings. Third, mothers who showed the seductive pattern (almost always with boys) were, as predicted, hostile toward their daughters in a particular way ("derision"). 2 other scales used at 42 months ("nonresponsive intimacy" and "generational boundaries") were elevated for target mother-male dyads and not for mother-daughter pairs. In fact, mothers who were seductive with sons were rated significantly lower on the intimacy scale when seen with daughters than were control mothers. It is suggested that maternal relationships across siblings are coherent, however distinct, and that these connections derive from the totality of the mother's relationship history. 相似文献
9.
This paper shows mutually consistent evidence to support female advantage in education and disadvantage in labor markets observed in the Philippines. We set up a model that shows multiple Nash equilibria to explain schooling and labor market behaviors for females and males. Our evidence from unique sibling data of schooling and work history and from the Philippine Labor Force Survey support that family arrangement to tighten commitment between daughters and parents keeps a high level of schooling investments in daughters. Because wage penalty to females in labor markets means that education is relatively important as a determinant of their earnings, parental investments in their daughters’ education has larger impacts on the income of their daughters than on their sons. Parents expect larger income shared from better-educated adult daughters. In contrast, males stay in an equilibrium, with low levels of schooling investment and income sharing. Our results also imply that the above institutional arrangement is stronger among poor families. 相似文献
10.
Prathyusha Sanagavarapu 《Early Childhood Education Journal》2018,46(5):523-534
Despite the increasing attendance of children with food allergy in schools in Australia and globally, little is known about how affected families manage their children’s transition to school. This paper discusses the experiences and support needs of ten mothers during their child’s transition to school in Sydney, Australia, drawn from the thematic analysis of Photo Elicitation Interviews in homes. One of the significant findings of this study was that most mothers found their child’s transition to school both emotionally and practically challenging, even though their children previously attended a long day care or preschool setting. While the school’s pro-active transitional planning, procedures of food allergy management and psychological support provided to families facilitated a smooth start to school, a lack of these, together with poor or no communication and non-involvement of families in the management of children’s food allergy hindered it. Correspondingly, mothers highlighted the need for schools to keep children’s food allergy at the forefront of their transitional planning and support them holistically by pro-actively communicating, collaborating and involving families in the discussions about food allergy, empowering them with information on the school’s policies and procedures, and acknowledging their concerns of safety. Mothers considered these things to be essential. Additionally, mothers provided advice to other parents on how to achieve a positive start to school. The implications of this study’s findings for schools and families are discussed. Considering the small sample size and generalisability of the findings to other contexts and countries, further research is recommended both nationally and internationally. 相似文献
11.
Ninetta Santoro 《Gender and education》2010,22(4):419-429
This article draws upon data from semi‐structured interviews with Australian Indigenous teachers to explore the role their mothers played in shaping their decisions to become teachers. The findings suggest that their mothers’ emotional involvement and investment in their sons’ and daughters’ education generated significant reserves of emotional capital upon which the teachers drew. Such capital, expressed by their mothers in a variety of ways, including encouragement, coercion and anger, motivated and inspired them to complete their schooling, to consider teaching as a profession and to take out teaching degrees, often in the face of enormous challenges and barriers. They understood teaching as presenting opportunities for their own upward class mobility as well as the chance for them to bring about social change for Indigenous people in general. I conclude by arguing the need to reconsider the dominant discourses in Australia around the aspirations of Indigenous mothers in regards to their children’s education and I also raise issues for further consideration and research. 相似文献
12.
李淳燕 《黄河科技大学学报》2004,6(1):136-140
教育机会均等是一种教育理想,当前主要解决帮助扶持贫困家庭子女入学问题。要促进社会参与兴办高等教育,并采取多项措施保障贫困生完成大学学业,主要是政府主导,增加供给;“公私合营”,公有民办;双管齐下,信贷助学。 相似文献
13.
The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools. 相似文献
14.
Schooling of girls and boys in a West African country: the effects of parental education,income, and household structure 总被引：2，自引：0，他引：2
This study investigates gender differences in the determinants of several schooling indicators in Conakry, Guinea, using ordered and binary probit models incorporating household-level random effects. Such indicators include grade attainment, current enrollment, and withdrawal from school. The survey, which was conducted on 1725 households, contains detailed information on a wide range of socioeconomic factors such as education, labor force activity and earnings, assets and health. Results indicate that increases in household income lead to greater investments in the schooling of girls than in the schooling of boys. Meanwhile, improvements in the education of fathers raise the schooling of both sons and daughters, while the education of mothers only has a significant impact on the schooling of daughters. These estimates show differences in maternal and paternal preferences for schooling daughters relative to sons. Therefore, the importance of gender, parental education, and household income and composition affect the education of children. However, findings also show that education for girls is unnecessary since they only need to work at home. Moreover, policies that raise household incomes will increase gender equity in schooling, which will also depend on whether and how these policies change the opportunity costs of girls and boys and the labor market returns to female and male schooling. 相似文献
15.
丛文 《中学课程辅导(初二版)》2007,(8):33-33
如今我不再年轻。一些朋友的母亲已经去世。我曾听这些子女们说过。他们从没有向母亲充分表达过他们的感激之情。而待到要告诉时为时已晚了。 相似文献
16.
朱俊卿 《周口师范学院学报》2001,18(5):35-37
在河南农村选取了66名被试,通过半结构访谈,分析了我国农村的亲子关系的模式和特点.研究发现(1)农村亲子间的亲密度低,亲子依恋不强,亲子交往的频率低.(2)农村父母对子女有偏爱现象,更加偏爱男孩和排行靠前的孩子.(3)农村儿童对母亲更加信任和依恋,更亲近母亲. 相似文献
17.
Taghreed Jamal Al-deen 《The Australian Educational Researcher》2018,45(3):401-417
In this paper, I draw on a qualitative study of Iraqi-born Muslim mothers in Australia exploring how they navigate choosing secondary schools for their daughters. While the mothers interviewed for this study agreed on the importance of education and its role in facilitating upward social mobility for all their children, they articulated a specific and more complex set of concerns in relation to selecting schools for their daughters. This article suggests that families’ positions in the Australian diasporic Iraqi community are tied to girls’ schooling and, therefore, school choices are heavily gendered and contribute to a gendered structuring of family and community life. By analysing the narratives of Iraqi-born mothers, a deeper understanding emerges of the complex and varied outlooks of migrant Muslim parents on education and gender in their everyday practices of raising and educating their daughters. 相似文献
18.
19.
Based on data from 2,722 British adolescents aged 14–18 years, this study explored whether perceived father involvement can be associated with school attitudes even after controlling for perceived mother involvement. Multiple regression analysis showed that both father involvement and mother involvement contributed significantly and independently to positive school attitudes. Furthermore, the association between father involvement and school attitudes was the same for sons and daughters. We did not find evidence to support the notion that being in a non‐intact family weakens the association between perceived father involvement and school attitudes. Finally, there was no evidence suggesting that the impact of perceived father involvement on school attitudes depends on the level of perceived mother involvement. © 2002, Wiley Periodicals, Inc. 相似文献
20.
Timo Virtanen Irma Moilanen 《International journal for the advancement of counseling》1992,15(4):301-311
The relations of stress and coping over time were investigated among mothers of children (N=36) with mild neurological disabilities and mothers of matched non-disabled (ND) children (N=36). Separate stress groups were formed with respect to changes in adaptational outcomes for the mothers of disabled and ND children. Mothers of disabled children with better adaptational outcomes had considered their self-esteem higher and used problem-focused coping and social support more often than mothers of disabled children with worse adaptational outcomes. Decrease of negative affects seemed to presuppose use of problem-focused coping more often mothers of disabled children than for those of ND children.This study has received financial support from the Emil Aaltonen Foundation, Tampere, Finland, and from the University of Lapland, Rovaniemi, Finland. Correspondence concerning this article should be addressed to Timo Virtanen, Institute of Migration, Piispankatu 3, SF-20500 Turku, Finland. 相似文献