A Comparison of the Chicago and Harvard Studies of Social Class Differences in Child Rearing

1955 ◽  
Vol 20 (4) ◽  
pp. 438 ◽  
Author(s):  
Robert J. Havighurst ◽  
Allison Davis
Keyword(s):  
Social Class ◽  
Child Rearing ◽  
Class Differences

Social Class Differences in Child Rearing: A Third Community for Comparison with Chicago and Newton

1957 ◽  
Vol 22 (6) ◽  
pp. 694 ◽  
Author(s):  
Richard A. Littman ◽  
Robert C. A. Moore ◽  
John Pierce-Jones
Keyword(s):  
Social Class ◽  
Child Rearing ◽  
Class Differences

Identity options: Social class differences in biracial identification

2006 ◽  
Author(s):  
Sarah Townsend ◽  
Stephanie Fryberg ◽  
Hazel Markus ◽  
Clara Wilkins
Keyword(s):  
Social Class ◽  
Class Differences

Social Class and Wellbeing among Staff and Students in Higher Education Settings: Mapping the Problem and Exploring Underlying Mechanisms

2021 ◽  
Author(s):  
Isla Dougall ◽  
Mario Weick ◽  
Milica Vasiljevic
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Social Factors ◽  
Unique Contribution ◽  
Staff Members ◽  
Class Differences ◽  
High Social Class ◽  
Lower Social Class ◽  
Underlying Mechanisms ◽  
The Relationship

Within Higher Education (HE), lower social class staff and students often experience poorer wellbeing than their higher social class counterparts. Previous research conducted outside educational contexts has linked social class differences in wellbeing with differences in the extent to which low and high social class individuals feel respected (i.e., status), in control (i.e., autonomy), and connected with others (i.e., inclusion). However, to our knowledge, there has been no research that has investigated these factors within HE settings. Furthermore, inclusion, status and autonomy are correlated, yet little is known about how these factors contribute to wellbeing simultaneously, and independently, of one another. To fill these gaps, we report the results of two studies; firstly with HE students (Study 1; N = 305), and secondly with HE staff (Study 2; N = 261). Consistently across studies, reports of poor wellbeing were relatively common and more than twice as prevalent amongst lower social class staff and students compared to higher social class staff and students. Inclusion, status and autonomy each made a unique contribution and accounted for the relationship between social class and wellbeing (fully amongst students, and partially amongst staff members). These relationships held across various operationalisations of social class and when examining a range of facets of wellbeing. Social class along with inclusion, status and autonomy explained a substantial 40% of the variance in wellbeing. The present research contributes to the literature exploring how social class intersects with social factors to impact the wellbeing of staff and students within HE.

GROWTH AND DEVELOPMENT

PEDIATRICS ◽  
1961 ◽  
Vol 28 (1) ◽  
pp. 43-54
Author(s):  
Ann E. Dickerson ◽  
E. Perry Crump ◽  
Carrell P. Horton
Keyword(s):  
Growth And Development ◽  
Toilet Training ◽  
Child Rearing ◽  
Class Differences ◽  
Number Of Children ◽  
Self Help ◽  
The Family ◽  
Recent Edition ◽  
Mother's Educational Level ◽  
Social Area

Within the framework of a project designed to study the growth and development of Negro children, a longitudinal study was conducted for the purpose of analyzing the child-training practices of a group of mothers whose children were subjects of the project, and comparing these findings with those from related investigations. The study was focused upon the child-training practices of 144 mothers in the areas of toileting, feeding, and dressing when their children were between 15 and 30 months of age. The data for this study were obtained when the psychologist interviewed the mothers during the administration of the Gesell Developmental Schedules. Assessment of progress in the areas of toileting, feeding and dressing is included in the personal-social area of the Gesell Schedules. It is apparent from the results of this study that mothers encouraged self-help and independence in the areas of dressing and feeding, with the exception of the use of a bottle. However, in the category of toileting this was not true, inasmuch as emphasis upon self-management in daily toilet habits seemed to be at a minimum. These findings indicate that the mothers were permissive with regard to toilet-training and weaning. These practices and their patterns of breast-feeding agree with those practices advocated by the most recent edition of Infant Care. The mother's educational level, the sex of the child, or the number of children in the family were not found to be significantly related to the child-training practices used by the mothers in this study. The data in this study are in agreement with White's finding that there is "a need for revising our ideas about social class differences in child-rearing practices." It is, of course, recognized that the lack of significant differences or relationships in this study does not prove that no such differences or relationships exist. It does, however, indicate that none can be recognized for this population from the available data. Differences in attitude as well as practice, on the part of the mothers, may well be prevalent; but they apparently are not reflected in the development of the children in the areas of toiletry, feeding and dressing as measured by the Gesell Schedules.

Social class, intensive parenting norms and parental values for children

2021 ◽  
pp. 001139212110485
Author(s):  
Trevor Tsz-lok Lee
Keyword(s):  
Social Class ◽  
Working Class ◽  
Social Reproduction ◽  
Academic Excellence ◽  
Structural Constraints ◽  
Competing Values ◽  
Parental Values ◽  
Class Differences ◽  
Value Choices ◽  
Intensive Parenting

As the global trend towards both middle- and working-class families raising their children intensively increases, social class differences in parenting beliefs and choices for their children have become more subtle. In light of the proliferation of intensive parenting norms, however, few studies have explored particular mechanisms underlying the subtle class differences linked to parental values. Drawing on in-depth interviews of 51 Hong Kong Chinese parents, this study investigated how parents contended with competing values in socialization, which in turn shaped their parenting choices. Three common values emerged from the interviews – academic excellence, hard work and happiness – showing that the middle and working classes managed their values for children in two different ways, termed here as ‘values coupling’ and ‘values juggling’, respectively. Middle-class parents were able to make their value choices cohesive through a ‘twist’ to reconcile between competing values. However, working-class parents were inclined to ‘drift’ their value choices in the face of unreconciled value tensions as well as structural constraints. Subtle differences in parental values were found to be tied to class position, and contributed to maintaining class inequality and social reproduction.

scholarly journals Social Class and The Unequal Digital Literacies of Youth

2018 ◽  
Vol 20 (3) ◽  
pp. 26-45 ◽  
Author(s):  
Ron Darvin
Keyword(s):  
Social Class ◽  
Parental Involvement ◽  
Digital Divide ◽  
Peer Networks ◽  
Digital Literacies ◽  
Class Differences ◽  
The Third ◽  
Educational Implications ◽  
Spatial Configurations

Recognizing the importance of technology to achieve agentive participation in the knowledge economy, this paper examines to what extent social class differences between youth shape their digital literacies. Drawing on a case study of adolescents of contrasting social positions, it discusses how the material and relational differences of home environments, manifested by spatial configurations, parental involvement and peer networks, can help develop diverse practices and dispositions towards technology. By demonstrating how the inequities of digital use can lead to the unequal accumulation of cultural and social capital, this paper concludes with the educational implications of the third digital divide.

Biological Aspects of a High Socio-Economic Group

1970 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
John B. Gibson
Keyword(s):  
Social Class ◽  
Social Stratification ◽  
Educational Opportunity ◽  
Population Sample ◽  
Stabilizing Selection ◽  
Class Differences ◽  
Social Scale ◽  
The Social ◽  
Biological Aspects ◽  
The Mean

Data are presented on the social backgrounds and IQs of a sample of scientists, their male sibs and their fathers. The range of IQ in the scientists is similar to the range of scores expected of the higher 25% of a representative general population sample.The IQs of the scientists showed a positive correlation with social class. Differences in IQ between the scientists and their fathers in each social class are related to the distance the scientists have moved up the social scale. In the twenty-two families in which the IQs of the father and two male sibs are known the upwardly mobile sibs tend to have higher IQs than the non-mobile or downwardly mobile sibs.In Class II there is evidence that stabilizing selection operates on IQ to maintain the mean IQ level. The effect on social stratification of such selection, together with increased educational opportunity, is discussed.

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