Families, Schools, and Major Demographic Trends in the United States

Autor/inn/en	Crosnoe, Robert; Benner, Aprile D.
Titel	Families, Schools, and Major Demographic Trends in the United States
Quelle	In: New Directions for Youth Development, (2012) 135, S.87-95 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.20031
Schlagwörter	School Personnel; Race; Social Change; Family Life; Trend Analysis; Family School Relationship; Social Differences; Scripts; Values; Parenting Styles; Social Class; Ethnic Groups; Immigration; Risk; Children; Adolescents + Suchen Sie Ihr Suchwort? Schulpersonal; Rasse; Abstammung; Sozialer Wandel; Trendanalyse; Sozialer Unterschied; Skript; Wertbegriff; Social classes; Soziale Klasse; Ethnie; Risiko; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Although long-term social change is challenging to study, it is theoretically important because its effects are not immediate and it is not usually powered by major social institutions. Another challenge is that individuals are often only vaguely aware of long-term social changes and do not fully consider how they might be affected personally. As a result, changes in everyday norms and customs can lag behind long-term social change, contributing to stratification by setting up social disconnects that favor some groups over others. As such, youth may lose out when their ecological contexts do not change on pace with the broader societal contexts in which their ecologies are embedded. To illustrate this point, the authors focus on demographic trends in the United States that are shaping an ecological transaction of American youth--family-school connections to fuel the intergenerational transmission of inequality. Research has pointed to the tendency for many schools to have assumed scripts for family-school connections that are grounded in middle-class (and white) values about parenting. Consequently, working-class and poor parents (especially racial/ethnic minorities) may not live up to the expectations of school personnel. Because the parents are perceived as less supportive and involved than they actually are, their children may be penalized. In contrast, children from middle-class homes are rewarded for having parents who engage in behaviors that make them more visible in schools and demand more attention from school personnel. This is precisely why family-school connections are promoted by policies targeting socioeconomic disparities in achievement. The authors argue that long-term demographic trends may be exacerbating such problems beyond the usual suspects of class and race. In particular, immigration and family change make the working model of family-school connections which are valued in so many schools seem especially out of touch with the reality of today's families, in turn putting at risk the futures of increasingly large numbers of children and youth. (Contains 23 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10