The Impact Of Class On The Transfer Of Educational Control

When parents participate in school educational affairs and extend school education to the home,their parenting styles and coping strategies share a similarity: to some extent,they both involve transferring some of the control of their children’s education outside of themselves,rather than experiencing it firsthand and planning for their children’s growth.It should be noted that the confusion of parenting behavior does not necessarily indicate that class factors do not play a role in parenting styles.Parents who hold different parenting scripts and value different educational benefits may be influenced by the school system and family structure positions,resulting in unexpected consequences of a mismatch between willingness to participate and actual participation behavior.This study discusses how class factors affect the process of parents transferring control of education from three dimensions: educational benefits,parenting scripts,and parents’ capital configuration.Firstly,the connotation of parenting scripts,their compatibility with the school system,and the judgment of educational benefits affect parents’ cognitive level: whether to transfer control of education,and in which educational affairs to withdraw from.Secondly,parents’ own capital configuration,as an overall limiting condition,determines whether parents can successfully transfer control of education,especially the transfer of conditional education control.Finally,parenting scripts,educational benefits,and capital configuration are not three separate explanatory units.Parents’ capital configuration is an overall limiting condition that not only concerns whether parents can successfully and satisfactorily transfer parental control of education,but also affects the family’s expectations and possible parenting strategies.