Структурированная активность школьников «спального» района Санкт-Петербурга: социальный класс, семья и школа

  • Раиса Акифьева Национальный исследовательский университет «Высшая школа экономики», Санкт-Петербург, Россия akifieva@hse.ru
  • Юлия Андреева Национальный исследовательский университет «Высшая школа экономики», Санкт-Петербург, Россия yuandreeva@hse.ru
Для цитирования
Акифьева Р., Андреева Ю. Структурированная активность школьников «спального» района Санкт-Петербурга: социальный класс, семья и школа. Журнал социологии и социальной антропологии, 20(1): 128-148.

Аннотация

В статье представлены результаты исследования различий в структурированной активности школьников, а также причин, которые эти различия определяют. Эмпирической базой исследования послужили данные опроса (опрошено 208 школьников) и интервью (25 интервью), проведенных в 2013–2014 гг. в гимназии и двух общеобразовательных школах «спального» района Санкт-Петербурга. В ходе исследования мы отвечали на следующие вопросы: Какие отличия существуют между структурированными формами активности старшеклассников? Как эти отличия соотносятся с ресурсами, которыми обладают школьники и возможностями, предоставляемыми школами?
Ключевые слова:
структурированная активность, социальный класс, неравенство, подходы к воспитанию

Биографии авторов

Раиса Акифьева, Национальный исследовательский университет «Высшая школа экономики», Санкт-Петербург, Россия
Старший преподаватель департамента социологии, Санкт-Петербургская школа социальных и гуманитарных наук, Национальный исследовательский университет «Высшая школа экономики»
Юлия Андреева, Национальный исследовательский университет «Высшая школа экономики», Санкт-Петербург, Россия
Кандидат психологических наук, старший научный сотрудник Центра молодежных исследований, Санкт-Петербургская школа социальных и гуманитарных наук, Национальный исследовательский университет «Высшая школа экономики»

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Feldman A.F., Matjasko J.L. (2005) The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions. Review of Educational Research, 75(2): 159–210.

Gracia P. (2015) Parent-child leisure activities and cultural capital in the United Kingdom: The gendered effects of education and social class. Social Science Research, 52: 290–302.

Ilari B. (2013) Concerted cultivation and music learning: Global issues and local variations. Research Studies in Music Education, 35(2): 179–196.

Kremer-Sadlik T., Izquierdo C., Fatigante M. (2010) Making Meaning of Everyday Practices: Parents’ Attitudes toward Children’s Extracurricular Activities in the United States and in Italy. Anthropology & Education Quarterly, 41(1): 35–54.

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Lareau A. (2002) Invisible inequality: Social class and childrearing in black families and white families. American sociological review, 67(5): 747–776.

Lareau A. (2003) Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.

Lareau A. (2011) Unequal childhoods: Class, race, and family life, 2nd edition with an Update a Decade Later. Berkeley: University of California Press.

Nelson M.K., Schutz R. (2007) Day Care Differences and the Reproduction of Social Class. Journal of Contemporary Ethnography, 36(3): 281–317.

Pickett K.E., Luo Y., Lauderdale D.S. (2005) Widening Social Inequalities in Risk for Sudden Infant Death Syndrome. American Journal of Public Health, 95(11): 1976–1981.

Posner J.K., Vandell D.L. (1999) After-school activities and the development of low-income urban children: a longitudinal study. Developmental psychology, 35(3): 868–879.

Poulin F. et al. (2012) Participation in Organized Leisure Activities as a Context for the Development of Social Competence among Preschool Children. Journal of Educational and Developmental Psychology, 2(2): 32–41.

Rotter J.B. (1966) Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and Applied, 80(1): 1–28.

Rotter J.B. (1975) Some problems and misconceptions related to the construct of internal versus external control of reinforcement. Journal of Consulting and Clinical Psychology, 43(1): 56–67.

Stuber J.M. (2009) Class, Culture, and Participation in the Collegiate Extra-Curriculum. Sociological Forum, 24(4): 877–900.

Weininger E.B., Lareau A. (2009) Paradoxical pathways: An ethnographic extension of Kohn’s findings on class and childrearing. Journal of Marriage and Family, 71(3): 680–695.

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Форматы цитирования
Другие форматы цитирования:

ACM
[1]
Акифьева, Р. и Андреева, Ю. . Структурированная активность школьников «спального» района Санкт-Петербурга: социальный класс, семья и школа. Журнал социологии и социальной антропологии. 20, 1 (), 128-148.