Highly educated parents can also use their social capital to promote their children’s development.A cohesive social network of well-educated individuals socializes children to expect that they too will attain high levels of academic success.
Highly educated parents can also use their social capital to promote their children’s development.Tags: Term Paper Sites ReviewNetwork Marketing Business PlanStarting An Essay First SentenceProquest Dissertation Theses DatabaseEconomics And Medicine EssayHow Write A Research ProposalGolden Age Of Athens EssayAssigned Risk Workers Compensation
Better-educated parents are more likely to consider the quality of the local schools when selecting a neighborhood in which to live.
Once their children enter a school, educated parents are also more likely to pay attention to the quality of their children’s teachers and may attempt to ensure that their children are adequately served.
On the weekend before the Fourth of July 1966, the U. Office of Education quietly released a 737-page report that summarized one of the most comprehensive studies of American education ever conducted.
Encompassing some 3,000 schools, nearly 600,000 students, and thousands of teachers, and produced by a team led by Johns Hopkins University sociologist James S.
Zeroing In on Family Background Coleman’s advisory panel refused to sign off on the report, citing “methodological concerns” that continue to reverberate.
Subsequent research has corroborated the finding that family background is strongly correlated with student performance in school.To the dismay of federal officials, the Coleman Report had concluded that “schools are remarkably similar in the effect they have on the achievement of their pupils when the socio-economic background of the students is taken into account.” Or, as one sociologist supposedly put it to the scholar-politician Daniel Patrick Moynihan, “Have you heard what Coleman is finding?It’s all family.” The Coleman Report’s conclusions concerning the influences of home and family were at odds with the paradigm of the day.Estimates suggest that, by age 3, children whose parents receive public assistance hear less than a third of the words encountered by their higher-income peers.As a result, the children of highly educated parents are capable of more complex speech and have more extensive vocabularies before they even start school.A correlation between family background and educational and economic success, however, does not tell us whether the relationship between the two is independent of any school impacts.The associations between home life and school performance that Coleman documented may actually be driven by disparities in school or neighborhood quality rather than family influences.By participating in parent-teacher conferences and volunteering at school, they may encourage staff to attend to their children’s individual needs.In addition, highly educated parents are more likely than their less-educated counterparts to read to their children.Often, families choose their children’s schools by selecting their community or neighborhood, and children whose parents select good schools may benefit as a consequence.In the elusive quest to uncover the determinants of students’ academic success, therefore, it is important to rely on experimental or quasi-experimental research that identifies effects of family background that operate separately and apart from any school effects.