Analizar sociológicamente la implicación escolar parental«el tiempo importa»

  1. Carlos Alonso-Carmona 1
  2. Enrique Martín-Criado 1
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Journal:
REIS: Revista Española de Investigaciones Sociológicas

ISSN: 0210-5233

Year of publication: 2022

Issue: 179

Pages: 3-20

Type: Article

DOI: 10.5477/CIS/REIS.179.3 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: REIS: Revista Española de Investigaciones Sociológicas

Abstract

Most research on parental involvement and social class is based on the “General Linear Model” (Abbott). This model ignores sequence effects, failing to consider how results may be altered by the order in which the phenomena occur, and network effects, attempting to separately isolate the effect of each variable. In this work, this perspective has been contrasted with a procedure and network approach. Here, parental behavior and expectations are not merely independent variables since they are modified by the child’s behavior and academic results. While the first approach attributes differences in involvement between social classes to cultural factors, the second suggests that these differences are due to progressively unequal parental resources and the academic results of the children.

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