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http://hdl.handle.net/10419/50137
  

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dc.contributor.authorMcCoy, Selinaen_US
dc.contributor.authorByrne, Delmaen_US
dc.contributor.authorBanks, Joanneen_US
dc.date.accessioned2010-12-20en_US
dc.date.accessioned2011-09-30T10:00:55Z-
dc.date.available2011-09-30T10:00:55Z-
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10419/50137-
dc.description.abstractIt is well established that cultural and economic resources imparted to children vary significantly by social class. Literature on concerted cultivation has highlighted the extent to which out-of-school activities can reproduce social inequalities in the classroom. Within this literature however, little attention has been given to the role of gender in concerted cultivation. In this paper, we use data from the first wave of the Growing Up in Ireland longitudinal study to consider how both social class and gender influence the level and type of out-of-school activities in which children engage. Moreover, we examine how out-of-school activities, class and gender impact on children's school engagement and academic achievement. We find that while childrearing logics tend to operate within social class categories, there is an additional cultural aspect of gender in the uptake of different types of out-of-school activities. Our findings suggest the need to move beyond explanations of concerted cultivation to explain gender differences in maths and reading attainment.en_US
dc.language.isoengen_US
dc.publisherESRI Dublinen_US
dc.relation.ispartofseriesESRI working paper 362en_US
dc.subject.ddc330en_US
dc.titleToo much of a good thing? Gender, 'concerted cultivation' and unequal achievement in primary educationen_US
dc.typeWorking Paperen_US
dc.identifier.ppn642179905en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
Appears in Collections:ESRI Working Papers, The Economic and Social Research Institute (ESRI)

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