Methods in Context: Parents

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21 Terms

1
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Why can it be difficult to gain access to parents for educational research?

Researchers usually have to go through schools or request contact – and many parents, especially working-class, may be reluctant to engage.

2
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What did Reay find about working-class mothers in education research?

That they were often under-confident or felt judged, affecting their willingness to participate openly in interviews.

3
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Why might questionnaires be ineffective when researching parents?

Literacy issues or lack of time may mean that some parents don’t complete or understand them fully – especially among disadvantaged groups.

4
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What method did Gerwitz et al use to research parental school choice?

Interviews with parents from different classes – showing middle-class parents were “skilled choosers” who used cultural capital to navigate the education system.

5
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What is a practical advantage of interviewing parents over pupils?

Parents are adults and can give informed consent – which simplifies ethical approval.

6
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What did Vincent et al. find about middle-class parental involvement?

Middle-class parents were more confident in engaging with schools and teachers, which could bias research if not considering social class differences.

7
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How might social class affect rapport in interviews with parents?

Researchers from a middle-class background may struggle to build trust with working-class parents – as seen in Diane Reay’s studies.

8
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Why is social desirability bias a problem in researching parents?

Parents may give the ‘right’ answers about how supportive they are, to appear responsible – reducing validity, particularly in structured interviews.

9
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What ethical issue arises when discussing parenting practices?

Parents may feel judged or exposed, especially when discussing discipline, aspirations, or home routines – so sensitivity and confidentiality are vital.

10
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Why are longitudinal studies useful when researching parents’ influence?

They track parental involvement and attitudes over time – as seen in Feinstein’s research on early intervention and long-term achievement.

11
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What did Bernstein argue about parental language use?

Middle-class parents use elaborated code, which aligns with school language – giving their children an advantage.

12
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Why might working-class parents be underrepresented in research?

They may lack time, feel alienated by formal methods, or distrust researchers – creating sampling bias, as highlighted in Archer’s identity research.

13
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What method is useful for understanding how parents support homework?

Diaries or longitudinal interviews, though rarely used, could capture how consistently parents are involved across time.

14
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Why might interviews with parents produce low validity in researching aspirations?

Parents may overstate their aspirations for their children to appear supportive – masking true attitudes.

15
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What did Archer argue about parental influence and identity?

That working-class parents sometimes encouraged values and identities that conflicted with school success, especially among boys.

16
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How might ethnicity influence research access to parents?

Language barriers, cultural norms, or mistrust of institutions may make ethnic minority parents less likely to participate – as seen in some of Gillborn’s and Mirza’s findings.

17
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Why is it difficult to generalise from qualitative parental research?

Studies like Reay’s or Ball et al.’s involve small samples and detailed data – rich in insight, but low in representativeness.

18
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How can schools act as gatekeepers in parental research?

They may limit researcher contact with parents, especially if the topic is sensitive or may reflect negatively on the school.

19
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What kind of parents did Ball describe as “privileged/skilled choosers”?

Middle-class parents who used networks and knowledge to select the best schools – contrasted with disconnected/deprived choosers.

20
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How might parental interviews be influenced by researcher characteristics?

Parents may be more or less open depending on the researcher's class, ethnicity, or perceived authority – especially in topics like aspirations and support.

21
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