Does Parents’ Socioeconomic Status Determine Their Willingness to Participate in Their Offspring’s Education? A Study in Students Who Attend Primary Education in Chile
Parental participation in school has been recognized as a central axis in policies to improve education in Chile and the world. The phenomenon of participation is complex and can take on various types and forms of intervention throughout the education lifecycle of children. The literature recognizes...
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| Kolejni autorzy: | , |
| Format: | article |
| Język: | spa |
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2022
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| Hasła przedmiotowe: | |
| Dostęp online: | https://revistas.uasb.edu.ec/index.php/ree/article/view/3461 |
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Dodaj etykietę | Streszczenie: | Parental participation in school has been recognized as a central axis in policies to improve education in Chile and the world. The phenomenon of participation is complex and can take on various types and forms of intervention throughout the education lifecycle of children. The literature recognizes that parents’ socioeconomic level is a predictor of greater involvement in their children’s education. Based on data from the 5th Education and Family Survey, this study sought to examine the influence of the socioeconomic level of parents and guardians on the willingness to participate decisively or ‘committedly’ in school, as opposed to more passive or merely consultative participation. The results show that Chilean middle-class parents tend to be significantly more willing than Chilean upper-class parents to be involved in school. On the other hand, evidence is provided that indicates that parents, regardless of socioeconomic level, tend to show greater willingness to get involved in the second cycle of primary education than in the first. |
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