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"I Need Help!" Social Class and Children's Help-Seeking in Elementary School

Calarco, Jessica McCrory

American sociological review, 2011-12, Vol.76 (6), p.862-882 [Periódico revisado por pares]

Los Angeles, CA: Sage Publications

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Título:
"I Need Help!" Social Class and Children's Help-Seeking in Elementary School
Autor: Calarco, Jessica McCrory
Assuntos: Child. Socialization ; Children ; Children & youth ; Class ; Classes, stratification, mobility ; Classroom observations ; Classrooms ; Comparative Analysis ; Computer Assisted Instruction ; Cultural Capital ; Desks ; Education ; Educational Opportunities ; Elementary Education ; Elementary School Students ; Elementary Schools ; Equal Education ; Ethnographic research ; Ethnography ; Families & family life ; Family (Sociological Unit) ; Hair ; Help Seeking ; Help seeking behavior ; Inequality ; Learning ; Longitudinal Studies ; Middle Class ; Parent-child relations ; Parents ; Parents & parenting ; Peers ; Preschool Education ; Primary schools ; Public Schools ; Resource Materials ; School environment ; Schools ; Skills ; Social capital ; Social Class ; Social classes ; Social interaction ; Social organization. Social system. Social structure ; Social reproduction ; Social Status ; Social Stratification ; Social support ; Sociology ; Sociology of education. Educational systems. Lifelong education ; Sociology of the family. Age groups ; Speech acts ; Strategic behaviour ; Student Behavior ; Student Role ; Students ; Teachers ; Teaching methods ; United States (East) ; Working Class
É parte de: American sociological review, 2011-12, Vol.76 (6), p.862-882
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Descrição: What role do children play in education and stratification? Are they merely passive recipients of unequal opportunities that schools and parents create for them? Or do they actively shape their own opportunities? Through a longitudinal, ethnographic study of one socioeconomically diverse, public elementary school, I show that children's social-class backgrounds affect when and how they seek help in the classroom. Compared to their working-class peers, middle-class children request more help from teachers and do so using different strategies. Rather than wait for assistance, they call out or approach teachers directly, even interrupting to make requests. In doing so, middle-class children receive more help from teachers, spend less time waiting, and are better able to complete assignments. By demonstrating these skills and strategies, middle-class children create their own advantages and contribute to inequalities in the classroom. These findings have implications for theories of cultural capital, stratification, and social reproduction.
Editor: Los Angeles, CA: Sage Publications
Idioma: Inglês

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"I Need Help!" Social Class and Children's Help-Seeking in Elementary School

Calarco, Jessica McCrory

Los Angeles, CA: Sage Publications

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