Family Socioeconomic Determinants and Students' Demand for Private Supplementary Tutoring in English in Urban and Rural Bangladesh

Autor/in	Mahmud, Rafsan
Titel	Family Socioeconomic Determinants and Students' Demand for Private Supplementary Tutoring in English in Urban and Rural Bangladesh
Quelle	In: Education and Urban Society, 53 (2021) 7, S.831-851 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahmud, Rafsan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124520974332
Schlagwörter	Socioeconomic Influences; Cultural Capital; Rural Urban Differences; Educational Demand; Private Education; Supplementary Education; Tutoring; English (Second Language); Second Language Learning; Secondary School Students; Single Sex Schools; Developing Nations; Parent Background; Family Income; Foreign Countries; Bangladesh + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Stadt-Land-Beziehung; Bildungsanforderung; Bildungsnachfrage; Privatunterricht; Ergänzungsunterricht; Förderkonzept; Nachhilfeunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sekundarschüler; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Developing country; Developing countries; Entwicklungsland; Elternhaus; Familieneinkommen; Ausland; Bangladesch
Abstract	The article examines family socioeconomic determinants that stimulate students' demand for private supplementary tutoring in English in urban and rural areas. It identifies the scale disparities of tutoring demand factors between urban and rural settings. Usually private supplementary tutoring is called shadow education that parallels mainstream school education before or after school hours on extra fee basis. This study found in a 2014-2015 survey that 84.7% urban and 60.7% rural secondary students received private supplementary tutoring in English. The research employed an explanatory sequential mixed method design including quantitative and qualitative data collected from a survey and individual interview. In spite of emergence of tutoring demand, a few students could not be capable to receive private English tutoring. Family socioeconomic standpoints shake forms of students' claims for learning through tutoring. The study draws on Bourdieu's theory of capital, which is then linked with family ability for children's tutoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01