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    Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education


    McCoy, Selina and Byrne, Delma and Banks, Joanne (2012) Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education. Child Indicators Research, 5 (1). pp. 155-158. ISSN 1874-897X

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    Abstract

    It is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the way out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the out-of-school activities of children. Moreover, we examine how out-of-school activities, class and gender impact on children’s school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in mathematics and reading attainment.

    Item Type: Article
    Keywords: Social class; Concerted cultivation; Gender; School engagement; Mathematics performance; Reading performance;
    Academic Unit: Faculty of Social Sciences > Sociology
    Item ID: 8968
    Identification Number: https://doi.org/10.1007/s12187-011-9118-2
    Depositing User: Delma Byrne
    Date Deposited: 07 Nov 2017 15:42
    Journal or Publication Title: Child Indicators Research
    Publisher: Springer
    Refereed: Yes
    URI:

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