Open AccessSchool Socio-Cultural Identity and Perceived Parental Involvement About Mathematics Learning in Greece
Author(s) -
Andreas Moutsios-Rentzos,
Petros Chaviaris,
Sonia Kafoussi
Publication year - 2015
Publication title -
redimat
Language(s) - English
Resource type - Journals
ISSN - 2014-3621
DOI - 10.17583/redimat.2015.1517
Subject(s) - ethnic group , identity (music) , developmental psychology , psychology , cultural identity , contrast (vision) , social psychology , sociology , physics , feeling , artificial intelligence , anthropology , acoustics , computer science
In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.