| 000 | 01935cam a2200217 4500500 | ||
|---|---|---|---|
| 005 | 20250112054110.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aFarges, Géraldine _eauthor |
| 245 | 0 | 0 | _aFrom secondary to higher education, the “parent-teacher effect” on the diversity of parental status |
| 260 | _c2019. | ||
| 500 | _a78 | ||
| 520 | _aThis article seeks to contribute to assessing the schooling of teachers’ children by factoring in the academic capital acquired in high school and higher education studies. By comparing teachers’ children with those of parents in other occupations, particularly managers (higher and lower grade) and intermediate professions, our analysis tries to better understand the characteristics and structure of parental resources (paternal and maternal) that contribute to optimum educational performance. We have processed recent data from the Labour Force Survey (INSEE) to reveal that educational attainment and long-term schooling are not equally applied to all teachers’ children when the occupations of both parents are considered. Furthermore, we show that once young people complete their secondary education, those whose parents are secondary or higher education teachers (primarily their mothers) enjoy a clear advantage. Children with primary school teacher mothers also perform well, although this advantage diminishes after Baccalaureate-level when the schooling of teachers’ children matches (at most) that of children of parents in other occupations, including higher grade managers and higher intellectual occupations. | ||
| 690 | _asecondary education | ||
| 690 | _aschool career | ||
| 690 | _afamily | ||
| 690 | _ateacher | ||
| 690 | _ahigher education | ||
| 786 | 0 | _nRevue française de pédagogie | o 203 | 2 | 2019-11-07 | p. 69-90 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2018-2-page-69?lang=en |
| 999 |
_c213103 _d213103 |
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