File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Parental beliefs about school learning and children's educational attainment: evidence from rural China

TitleParental beliefs about school learning and children's educational attainment: evidence from rural China
Authors
Issue Date2003
PublisherUniversity of California Press. The Journal's web site is located at http://www.ucpress.edu/journals/3a/eth
Citation
Ethos, 2003, v. 31 n. 3, p. 330-356 How to Cite?
AbstractThis study investigated Chinese parents' beliefs about school learning and how they were reflected in rural family settings. Participants were 13 families, with eight high- and five low-achieving children enrolled in Primary 3. Home observations and interviews were conducted on three separate occasions. Findings indicated that all parents focused on the pragmatic value of school learning and equated schooling with language and literacy acquisition. They believed that effort was important for explaining children's academic performance but recognized the limits placed by innate ability and environmental conditions. There were no consistent differences in parental beliefs based on children's level of attainment, but parents of high-achieving children tended to be better educated and more knowledgeable about their children's performance and provided more educationally supportive home environments than other parents. Parents had different expectations of boys and girls, reflecting traditional gender stereotypes. Contextual influences on parental beliefs about education are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/175406
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 0.874
References

 

DC FieldValueLanguage
dc.contributor.authorChi, Jen_US
dc.contributor.authorRao, Nen_US
dc.date.accessioned2012-11-26T08:58:40Z-
dc.date.available2012-11-26T08:58:40Z-
dc.date.issued2003en_US
dc.identifier.citationEthos, 2003, v. 31 n. 3, p. 330-356en_US
dc.identifier.issn0091-2131en_US
dc.identifier.urihttp://hdl.handle.net/10722/175406-
dc.description.abstractThis study investigated Chinese parents' beliefs about school learning and how they were reflected in rural family settings. Participants were 13 families, with eight high- and five low-achieving children enrolled in Primary 3. Home observations and interviews were conducted on three separate occasions. Findings indicated that all parents focused on the pragmatic value of school learning and equated schooling with language and literacy acquisition. They believed that effort was important for explaining children's academic performance but recognized the limits placed by innate ability and environmental conditions. There were no consistent differences in parental beliefs based on children's level of attainment, but parents of high-achieving children tended to be better educated and more knowledgeable about their children's performance and provided more educationally supportive home environments than other parents. Parents had different expectations of boys and girls, reflecting traditional gender stereotypes. Contextual influences on parental beliefs about education are discussed.en_US
dc.languageengen_US
dc.publisherUniversity of California Press. The Journal's web site is located at http://www.ucpress.edu/journals/3a/ethen_US
dc.relation.ispartofEthosen_US
dc.rightsEthos. Copyright © University of California Press.-
dc.titleParental beliefs about school learning and children's educational attainment: evidence from rural Chinaen_US
dc.typeArticleen_US
dc.identifier.emailRao, N: nrao@hku.hken_US
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-3242710398en_US
dc.identifier.hkuros88605-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-3242710398&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume31en_US
dc.identifier.issue3en_US
dc.identifier.spage330en_US
dc.identifier.epage356en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridChi, J=7201909837en_US
dc.identifier.scopusauthoridRao, N=7401628868en_US
dc.customcontrol.immutablesml 140625-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats