ERIC Number: ED395375
Record Type: RIE
Publication Date: 1995-Sep
Reference Count: N/A
Empowering the Powerful: A Discussion of the Interrelation of Government Policies and Consumerism with Social Class Factors and the Impact of This upon Parent Interventions in Their Children's Schooling.
This paper presents findings of a study that examined the effect of British parents' social class on their ability to intervene in their children's schooling and to participate as "active consumers." In this case study of one school in England, data were derived from a questionnaire mailed to 491 parents of pupils in years 7, 9, and 11; interviews with 60 parents selected at random from the survey sample; and interviews with 15 teachers and various school administrators. Despite the climate of increased statutory rights for parents and increased expectations for teacher accountability, middle-class parents intervened in their children's education more frequently than did their working-class counterparts. Working-class parents had less access to information and were usually more reluctant to question teachers' professional knowledge and take up teachers' time. They also tended to hold unclear aspirations for their children's futures. In addition, although many middle-class parents expressed commitment to equal educational opportunities, they were not primarily concerned with the needs of all pupils. The appendix contains the interview guide. (Contains 30 references.) (LMI)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the European Conference of Educational Research (Bath, England, United Kingdom, September 14-17, 1995).