By Fiona Devine
In keeping with qualitative interviews with middle-class mom and dad in the US and Britain, this comparative research addresses the main factor of the soundness of sophistication family members and middle-class replica of beneficial possibilities. It particularly questions how mom and dad will proceed to extend their kid's possibilities of academic luck and occupational development. contemplating the decline within the caliber of country schooling and elevated task lack of confidence within the hard work marketplace because the 1970s-1980s, the examine concludes that the replica of virtue is more challenging to keep up now than within the prosperous many years of the 1950s-1960s.
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Additional resources for Class Practices: How Parents Help Their Children Get Good Jobs
Instead, they financed her through a graduate progamme in social work at a time when her husband was in medical school. As she explained: They paid for my college and my graduate school. Ken was on a scholarship and he got a scholarship which paid for his tuition and the school gave us a small stipend each year so we lived on that stipend and then money my parents gave us, living expenses that they gave us. They bought a condominium when we moved as they have a lot of assets. Arguably, in supporting their daughter in this way, they had also allowed their son-in-law to continue with his medical career rather than be under financial pressure to seek employment and support a young family in his early twenties.
I heard stories of parents, therefore, who commanded considerable economic resources and those who had few to their name. This diversity allowed me to explore the processes by which affluent parents mobilised their economic resources for the benefit of their children and how parents in more modest circumstances found ways of securing their children’s future without them. I focus on the way the interviewees’ parents used their wealth and income to secure the best education for their children thereby increasing the probability of academic success.
10 Not surprisingly, the interviewees from more modest backgrounds did not live in such affluent communities and neither did they go to such good public schools. Their parents did not have the economic resources to secure the best education possible either directly or indirectly. Be that as it may, many of these interviewees emphasised that their educational experiences in ‘regular’ public high schools were good. Almost invariably, they described how they attended large urban public schools. 11 Bob Farrell, the son of a painting contractor, spoke of how his regular high school ‘certainly had strong standards academically and behaviourally’.