A comparative perspective on social class inequalities in parental involvement in education: structural dynamics, institutional design, and cultural factors

Ross Goldstone, William Baker, Katherin Barg

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

The goal of this paper is to extend research on parental involvement in education and its relationship to social class and inequalities. We do so by developing a new theoretical framework that helps us to 10 better understand and explain cross-national and cross-cultural differences in how parental involvement in education differs across socio-economic groups. We propose that giving greater analytical attention to the role of institutional factors, cultural processes, and the underlying class and economic structures of particular countries 15 is important for understanding the social mechanisms underpinning patterns of parental involvement in education. Once this framework has been developed, we identify promising directions for future research.
Original languageEnglish
JournalEducational Review
Publication statusAccepted/In press - 3 Sep 2021

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