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British Journal of Sociology of Education Volume 40, 2019 - Issue 3
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Articles

An analysis of social class differentials in parent-initiated contact with teachers

Katherin BargGraduate School of Education, University of Exeter, Exeter, UKCorrespondence[email protected]
Pages 289-308 | Received 12 Apr 2017, Accepted 22 Oct 2018, Published online: 11 Jan 2019

Citations (9)

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Read on this site (3)

R. Goldstone, W. Baker & K. Barg. (2023) A comparative perspective on social class inequalities in parental involvement in education: structural dynamics, institutional design, and cultural factors. Educational Review 75:5, pages 976-992.
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Lucy Bailey. (2022) Constructions of good mothering during lockdown learning. Gender and Education 34:6, pages 674-689.
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Lauren Erdreich. Social capital practices for the accomplishment of natural-growth: theoretical insights from low-income mothers’ support of remote-learning during COVID. British Journal of Sociology of Education 0:0, pages 1-17.
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Articles from other publishers (6)

Brian P. An & Francesca Fiori. (2024) Social-class parenting practices and their influence on educational outcomes in the United States and Scotland. International Journal of Educational Research Open 6, pages 100325.
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Pablo Delgado-Galindo, Juan-Jesús Torres-Gordillo & Javier Rodríguez-Santero. (2024) Parent–school-community relationship: a comparative study of highly effective schools and schools with low effectiveness in Andalusia. London Review of Education 22:1.
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Cheng Cheng & Menghan Zhao. (2023) Multigenerational coresidence and parental time in developmental childcare in China. Research in Social Stratification and Mobility 85, pages 100800.
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Ayşe Soylu & Mustafa Sever. (2022) The Desire of Mothering Towards Educational Success: How Does “Cultural Logic” Operate in Schooling Practices?. Education and Society 40:2, pages 55-78.
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Yanru Xu & Rille Raaper. (2022) Physical Separation, Social Distance, and Kinship Sentiments: An Exploration of Rural Parent–Teacher Relations in China . Rural Sociology 87:3, pages 1088-1110.
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Katherin Barg. (2019) Why are middle-class parents more involved in school than working-class parents?. Research in Social Stratification and Mobility 59, pages 14-24.
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