Part I:Drawing fromLaureu, and thinkingintersectionally, how do class, race, and gender shape how people raise their children? How do these childrearingstrategies shape children's life chances? What do you think are the largest problems facing families (in the US, in the world-be specific) and how do we address these issues?Everyone must respond to at least five students’ posts and engage in the ongoing conversation.
Part II:Respons to the post below( in short)Although family life has a significant impact on the life chances of children, it is imperfectly understood the processes by which parents distribute benefits. An ethnographic data set of about 10-year-old white kids and black kids shows the effects of social class on home experiences.Parents of the middle class participate in intensive breeding by trying to foster the skills of children by coordinated leisure activities and thorough reasoning. Working-class and poor parents are engaged in achieving natural growth, providing the conditions under which children can develop, while leaving leisure activities to their own children. Some parents also use instructions instead of logic. Middle-class children, white as well as black, gain from their family life an emerging sense of entitlement.The race had far less impact than the class of society. Differences in the social definition of child-rearing have offered different resources for parents and their children to draw from their experiences with practitioners and other adults outside the home.Individually negligible, but cumulatively relevant, benefits were obtained by middle-class boys. Working class and poor kids did not exhibit the same sense of entitlement or benefits. Nevertheless, certain aspects of family life seemed to be excluded from the social class impacts.The first is parents ' apparent responsibility to deliver the school and home setting that will provide their children with' the best.' Second, parental responsibility gendering. Third, I investigate how the relationships between parents and educational institutions are shaped by class and ethnicity. Based on the conceptual framework of Bourdieu, I understand how the habitus of parents and the types and volumes of capital that they both possess and can trigger inform their struggles for position in the field of education.Fourthly, I try to confuse the distinction between middle-class and working-class parents with the former usually believed to be strong and successful in the field of education, and the latter weak and inefficient. Finally, I would like to discuss the course of future research on relationships between home and school.
PartIII:Respons to the post below ( in short):
Parenting is a very complex and delicate topic. How each person raises their children, can vary depending on the environment in which they grow, their gender and their race. Some parents are more liberal than others in the way they raise their children. Many parents are more careful with girls because according to society, women are the "weak sex." The race also affects the growth of a child because all races have different beliefs and manners. The class, of course, is a fundamental factor in this subject.
Families with fewer resources tend to give their children education with lower standards than children who grow up in a higher class family. The way we educate our children on many occasions determines their chances in life. Sometimes if we are strict with our children, they are more likely to obey us and not do the wrong thing. But this guarantees us nothing, every head is a world and sometimes our children act differently from what we teach them.
I think that the biggest problem facing families is the lack of financial resources that families lack to sustain them correctly and provide better benefits for their children. A way to address this issue is creating more job opportunities, improving the public school's educations and create programs to support families with fewer resources.