Session Information
09 SES 05 B, Home and School Learning Environments, Early Childhood Education and Achievement
Paper Session
Contribution
Families are the first and most important instance for processes of children’s socialization and education. Families hold the primary responsibility for their children and provide the basis for children´s learning of basic skills. Many studies have shown that variables indicating the families social and ethnic background (e.g. migration background or socioeconomic status) have a strong impact on children´s educational outcomes (Baumert, Stanat, Watermann, 2006; Bradley, Corwyn, 2002). To consider only these characteristics, constitutes an unsatisfactory situation. Especially results of qualitative research indicate that the everyday life of families also effects the child´s development (e.g. Hagen-Demszky, 2006). That is, children´s primary socialization and education take place within complex processes of everyday family life. Therefore, considering the conduct of family life and combining it with structural conditions of family is a decisive factor for analyzing the educational outcomes of children. In this investigation the conduct of family life became the central object of the study.
Because most scholars employed qualitative studies to gain more insights into those processes, the aim is to adopt the construct of everyday family life for quantitative research in order to enable analyses on interrelations with children’s development within secondary analyses of large scale data - such as the National Educational Panel Study (NEPS). Since the construct is connected to different theoretical backgrounds (e.g. Daly, 2003; Jürgens, 2001), its operationalization for quantitative research is challenging. Therefore, a systematic literature review will be performed, to identify and evaluate the empirical evidence on this topic. The review is based on the following questions: How is the conduct of family life defined? What are relevant dimensions of the conduct of family life? What are the central theoretical approaches?
Method
Expected Outcomes
References
Baumert, J., Stanat, P., Watermann, R. (2006). Herkunftsbedingte Disparitäten im Bildungswesen: Differenzielle Bildungsprozesse und Probleme der Verteilungsgerechtigkeit. Vertiefende Analysen im Rahmen von PISA 2000. Wiesbaden: VS Verlag für Sozialwissenschaften. Bradley, R. H., Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399. Daly, K. (2003). Family Theory Versus the Theories Families Live By. Journal of Marriage and Family, 65, 771–784. Green, B. J., Johnson, C. D., Adams, A. (2006). Writing narrative literature reviews for peer-reviewd journals: Secrets of the trade. Journal of Chiropractic Medicine, 5 (3), 101-117. Hagen-Demszky, A. von der (2006). Familiale Bildungswelten. Theoretische Perspektiven und empirische Explorationen. Materialien zum Thema Familie und Bildung. München: Deutsches Jugendinstitut. Hart, C. (1998). Doing a Literature Review: Releasing the Social Science Research Imagination. London: SAGE. Jürgens, K. (2001). Familiale Lebensführung. Familienleben als alltägliche Verschränkung individueller Lebensführungen. In: Voß, G. G., Weihrich, M. (Ed.). tagaus – tagein. Neue Beiträge zur Soziologie Alltäglicher Lebensführung. München: Mering: Rainer Hampp Verlag, S. 33-60.
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