Social mobility: Difference between revisions

===Class cultures and social networks===

 

 

The cultural resources a person has obtained can heavily influence a child's educational success. It has been shown that students raised under the concerted cultivation approach have "an emerging sense of entitlement" which leads to asking teachers more questions and being a more active student, causing teachers to favor students raised in this manner.<ref name="Lareau2003">{{cite book|title=Unequal Childhoods: Class, Race, and Family Life|url=https://archive.org/details/unequalchildhood00lare|url-access=registration|publisher=University of California Press|last1=Lareau|first1=Annette|year=2003}}</ref> This childrearing approach which creates positive interactions in the classroom environment is in contrast with the natural growth approach to childrearing. In this approach, which is more common amongst working-class families, parents do not focus on developing the special talents of their individual children, and they speak to their children in directives. Due to this, it is rarer for a child raised in this manner to question or challenge adults and conflict arises between childrearing practices at home and school. Children raised in this manner are less inclined to participate in the classroom setting and are less likely to go out of their way to positively interact with teachers and form relationships. However, the greater freedom of working-class children gives them a broader range of local playmates, closer relationships with cousins and extended family, less sibling rivalry, fewer complaints to their parents of being bored, and fewer parent-child arguments.<ref name="Lareau2003"/>