Social class and parental support strategies for students in pandemic. Results for Chile from the International COVID-19 Impact on Parental Engagement Study
DOI:
https://doi.org/10.35362/rie8614449Keywords:
Pandemic, educational practices, family, social classAbstract
The irruption of the pandemic (Covid-19) and the transition to remote education positions families in the educational process and experience of their children as one of special importance (Bonal & González, 2020). The aim of the article is to explore the educational practices of the Chilean middle-professional class in a period of health crisis. For this purpose, we used the database of the transnational study, International COVID-19 Impact on Parental Engagement Study (ICIPES), which included 23 countries. In the Chilean case, 1,597 responses were collected to describe the educational practices carried out by the social groups, as well as to test the relationship between the two variables. It is concluded that there is a transversal parental involvement in the learning process and experience during the pandemic. However, there are differences in educational practices. While non-professional parents seek educational reinforcement practices, those in the professional group prioritise the child's participation in extra-educational activities that stimulate cognitive learning. Moreover, some formal and non-formal educational practices are associated with the social class of the families and thus reaffirm the educational inequality that is reproduced according to the economic resources a person has.
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