Changing family form and structure

¶ … sociology has been the relationship between one's social class family origins and one's educational attainment. For a variety of reasons, social class of families seems to serve as an advantage or disadvantage to children in a variety of stages throughout the educational process. While some researchers argue that the educational system fails children from lower socioeconomic families, others argue that lower class families fail in assuring their children a successful educational experience. Develop, and support with evidence from readings and lectures, an argument about the three most important mechanisms, rank-ordered, that link children's social class origins to their educational attainments.

The three most important mechanisms that link children's social class origins to their educational attainments are:

Parental Investment

Parenting Style

Parental Expectations

Parental Investment

According to Conger, Conger and Martin (2010) families with greater economic resources are able to make significant investments in the development of their children, whereas more disadvantaged families must invest in more immediate family needs. These investments in children involve several dimensions of family support including (a) parent stimulation of learning both directly and through support of advanced or specialized tutoring or training; (b) the provision of adequate food, housing, clothing, and medical care; and (c) living in a more economically advantaged neighborhood that fosters a child's competent development.

Parenting Style

According to Brown and Iyengar (2008) children reared by parents with differing styles differ in their social competence. Parents in lower socioeconomic statuses tend to give priority to conformity and obedience rather than to autonomy and self-determination. This may lead to an authoritarian style of parenting. Authoritarian parents do not encourage verbal give and take, and believe the child should accept the parent's word for what is right. Brown and Iyengar assert that this style deprives the child of the opportunity to engage in vigorous interaction with people.

Parental Expectations

Conger, Conger and Martin (2010) explain that better educated parents with higher than average occupational status place a priority on the development of a child's human capital in the form of good health and educational success. These parents have higher expectations for their children. Mistry et al. (2009) found that adults' educational expectations of children influence the child's academic achievement. This is especially important for children of low-income parents who often defer to the school's authority regarding their child's future educational prospects.

2. Four models we discussed are from Lareau, Eder, Alexander, and the Wisconsin School, respectively. All analyze the relationship between children's family's social class and children's educational outcomes/success. How does each model illustrate the origin to destination relationship? Discuss the main themes and findings of each model. What variable(s) and factors does each model include that the other overlooks? Integrate one reading of your choice to your analysis on how social class of families impact school-related processes and educational outcomes.

Laureau finds that the social class of parents affects the parent-school-child triad. Middle class parents get more involved in their children's activities than do working class parents. This involvement has a positive impact on the child's educational attainment. According to Lareau, due to the parents' education, occupation, income, and social networks, middle class parents feel more equal to teachers than do working class parents. This enables them to question and monitor teachers rather than deferring to teachers. Additionally, they have the financial resources to purchase educational resources and usually have more flexibility in their jobs to permit greater involvement. Therefore, they have more frequent abilities to participate in their child's educational pursuits, which results in greater educational success for the child.

Eder found that teachers' perceptions of students, and therefore their treatment of students, were based on students' family backgrounds and social mannerisms. Differences in social mannerisms were often misinterpreted as being reflective of the students' abilities. These attitudes toward students' intellectual abilities led to ability grouping in reading and math, which become sort of a self-fulfilling prophecy for these students.