000			01750cam a2200217 4500500
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041			_afre
042			_adc
100	1	0	_aFrancis, Véronique _eauthor
245	0	0	_aParents and Schooling: Parental Responses to the Offer of Support during Transitional Periods
260			_c2011.
500			_a91
520			_aThe aim of this article is to examine how parents living in precarious circumstances in “Paris of the Poor” (Pinçon & Pinçon-Charlot, 2008) respond to the offer of support for their children’s schooling. In particular, the article deals with their expectations, and their relationship with the school and offer of support for schooling. The first part looks at the evolution of academic, social and family policies which support children’s schooling, particularly for schools in underprivileged neighborhoods. The second part presents the context and methodology of the qualitative research. Because the study was limited to the first grade, it was possible to see clearly how the parents’ choices function at a time when, according to the Permanent Study of the Conditions of Family Life, 90 % of mothers without any academic degrees help their children (Rosenwald, 2006). The subtle approach to the context of family life reveals the weight of constraints which come to bear on parental roles and educational choices.
690			_aschools in underprivileged neighborhoods
690			_aeducational transition
690			_aSupport for schooling
690			_afirst grade
690			_aparental roles
786	0		_nConnexions | o 96 | 2 | 2011-12-01 | p. 161-178 | 0337-3126
856	4	1	_uhttps://shs.cairn.info/journal-connexions-2011-2-page-161?lang=en&redirect-ssocas=7080
999			_c459058 _d459058