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Session Overview
RN10_06a_IC_RT_4: ROUNDTABLE: School Divisions
Thursday, 31/Aug/2017:
2:00pm - 3:30pm

Session Chair: Antigoni Alba Papakonstantinou, National and Kapodistrian University of Athens
Location: Intercontinental - Aphrodite II
Athenaeum Intercontinental Hotel Syngrou Avenue 89-93 Athens, Greece Floor: Lobby Level

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Parental involvement in children’s education – reconstruction of the role of parents through analysis of blogs

Agnieszka Otręba-Szklarczyk

Jagiellonian University, Poland

The main purpose of the presentation will be explanation of the role parents take in their children’s education – parents' convictions about what their children should do (Hoover – Dempsey & Sandler, 2005). Parental involvement in children’s education has a number of positive consequences, e.g. positive effects on the student’s social life at school and enhanced self-confidence of students, but, above all, it positively influences school achievement (Desforges & Abouchaar, 2003; Jeynes 2007; Patall et al., 2008). The strongest expression of the parental role takes place among parents highly involved in the childrearing and education of their children. Therefore, posts on blogs run by parents – mothers and fathers having different experience, knowledge in this field and cultural capital – were the principal data subjected to the analysis. The results were achieved using R text mining packages and procedures.

The presentation will take a slightly different perspective on the issue of parental involvement in education of children. Firstly, the concept of parental involvement will be conceptualized using mixed-methods approach – the multidimensional scale of parental involvement created by Fantuzzo and co-workers (2002) and a new proposition which conceptualize “parental involvement” as a term accepted by all those involved in the child's welfare and education at school (Fishher, 2016). Secondly, the issues of parental involvement through Web 2.0 technologies are insufficiently researched and need to be critically examined with consideration of discursive factors operating in the contexts in which those technologies are used (Shin & Seger, 2016).

Divisions inside the French society through educational styles

Bertrand GEAY1, Pierig HUMEAU2, Emilie SPRUYT1

1University of Picardie, France, CURAPP-CNRS; 2University of Limoges, France, GRESCO

This paper will investigate the divisions that exist inside the French society, through the conceptions of family and educational practices gathered before young parents. Entering family life is a key moment for analyzing the effects of parents’ educational paths and their life styles. Some important lines of division appear concerning the perception of social justice, gender relations and family relations, according to the school trajectory and the position that individuals take up in the labor market. Parents’ life style is extended particularly into their educational style, even from the very first months of their child’s life. An important division appears thus within working classes, between very precarious classes which are far off the institutions, and the more integrated ones, more considerate of middle class standards. Inside upper classes parents are distinguished by their consideration of awakening, obedience and fulfillment of the child. This paper will be based on the first results of ELFE (Etude Longitudinale Française depuis l’Enfance) as well as on a quantitative inquiry conducted during 5 years with 50 families coming from different social backgrounds.

Bertrand Geay, Pierig Humeau, « Becoming parents. Differentiated Approaches to the Procreation Imperative », Actes de la recherche en sciences sociales, 4/2016 (N° 214), p. 4-29.

Annette Lareau, Unequal Childhoods: Class, Race, and Family Life, Berkeley, University of California Press, 2003.

Agnès Van Zanten, "Promoting equality and reproducing privilege in elite educational tracks in France" in C. Maxwell and P. Aggleton (eds.), Elite Education. International Perspectives, London, Routledge, 2016.


Paula Alonso

Universidade da Coruña, Spain

This article compares the use of time in migrant and non-migrant adolescents within the school framework.

By applying the survey technique to 3,600 students of ESO (Spanish Compulsory Secondary Education) throughout the Spanish territory, we analyse from a compared and descriptive approach how that time is managed with reference to their equivalent native peers.

As the article focus on how the schooling time fits in the whole time, we stop to analyse their three main aspects that are good to get to understand the objective and subjective realities of the children: meanings, relationships and performances what education provides to the students.

This article reveals the opportunity for researches on migration to use the time as a valuable resource, through which we try to corroborate our hypothesis about the existence of a differential management of time use, both at home, school and leisure.

Results validate the hypothesis of the differential use that students make of their time according to their origin, shaping individual stories about their socialization patterns.

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