Socioeconomic Status and Out-of-School Citizenship Education in China's Shanghai

Autor/in	Ye, Wangbei
Titel	Socioeconomic Status and Out-of-School Citizenship Education in China's Shanghai
Quelle	In: Education and Urban Society, 50 (2018) 7, S.641-669 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517713609
Schlagwörter	Socioeconomic Status; Foreign Countries; Citizenship Education; Informal Education; Elementary School Students; Middle School Students; High School Students; Power Structure; Organizations (Groups); Family Role; Correlation; Urban Youth; Student Attitudes; Teacher Attitudes; Parent Attitudes; Age Differences; Gender Differences; Parent Background; China (Shanghai) + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Informelle Bildung; Nichtformale Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Korrelation; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Schülerverhalten; Lehrerverhalten; Elternverhalten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus
Abstract	Many studies have noted the important role family socioeconomic status (SES) plays in students' out-of-school learning. However, very little is known about the relationship between students' SES and citizenship education in out-of-school contexts. To address this research gap, this study conducted an out-of-school citizenship education survey (involving 2,950 teachers, 7,388 students, 2,564 parents, and 112 out-of-school education organizations in Shanghai, China), in 2015, to explore the relationship between SES and students' out-of-school citizenship education. This article found SES affected primary and junior middle school (but not high school) students' participation in out-of-school citizenship education. This article adopted a power-knowledge relationship perspective to explain this pattern, and found that the relationship between education and power is not so mechanical that only powerful groups in society can determine knowledge and learning; instead, educational forces and students may mediate the influence of SES. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01