What is the total effect of family background on children’s educational success? According to conventional models of intergenerational transfers in social stratification research”for example, human capital theory (e. g. , Becker bhjand Tomes 1986; Goldberger 1989) and cultural capital theory (e. g. , Bourdieu 1977, 1986)”the total effect of family backgroundon educational success originates in parents endowments, resources, and propensity to investin their offspring.
Research on family background and educational success focuses almost exclusively on tvu’0 generations: parents and children. This study argues that the extended family contributes significantly to the total effect of family background on educational success.
Education is a basic tool used by society for transmission of its societal values. It has become an area of prime importance not only for government or voluntary agencies but also for individuals, families, Governments and communities. Voluntary agencies and individuals are committing a lot of resources in order to achieve uccess in the educational enterprise (Orhungur, 1990).
The teacher is one of the greatest factors in the development of a functional citizen in a growing complex society.
He shapes the destinies and fates of the future leader among the youth in the community. He is expected to hold the prime responsibility of updating and keeping himself abreast with the modern innovations in the teaching and learning processes. Todays children are fundamentals to society because they are our future; they hold the key to hange, and in turn a successful future in their hands. Education starts with what children learn from their parents and from what they learn in the first few years of their lives.
Family background has been prominent in models of educational attainment. In most research family background has been measured by socioeconomic indicates (eg. Parents education, family income) to the exclusion of other family characteristics that also affect educational attainment-ln educational and economic studies, it has been found that ackground variables including family income, family type, family size, and parents’ education are determinants of the amount and quality of education children receive over their lifetime (Jones, 1999; Rosetti, 2000).
Families with assets who face lower discount rates or who are involved in subsidized education programmes, will receive greater education expenditures, and will stay in school for longer. To effect learning socialization of the child is one of the best ways on socialization,
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