Families Go to College? The Reproduction of Inequality

• In Event: 546 - Section on Sociology of Education Paper Session. Parental Involvement and Educational Outcomes

Abstract

Although many argue families shape the likelihood of college entry, few examine families’ involvement during college or its implications for sustaining inequalities. Based on 202 intensive interviews with African American, Asian American, Latino and White undergraduates—with each divided by class and gender— this paper analyzes variation in familial involvement during college. Framed by three conceptual themes, it asks: 1) What support do family members provide college students? 2) Which family members provide support? 3) What support do college students give to family? Attuned to intersection, the paper argues that differences in structural resources and cultural frameworks shape experiences and inequalities as students move through college. As a set of resources including money, knowledge and connections, class is key for sustaining inequalities in college because it shapes the form of support students receive, which family members help them, and reciprocity of help. The resulting inequalities have costs for the less advantaged and more advantaged students: the experiences of the advantaged diminish obligation to family, narrow family ties, and mystify aspects of dependence while sustaining notions of meritocracy. Different forms and patterns of assistance and connection by race and gender are tied to structural resources but also cultural differences—such as the place of family and the meaning of self, assessments of who counts as family and reliance on a norm of one way giving versus reciprocity. Such meanings and practices are associated with values attached to education and family. Each is a greedy institution and sometimes compete with one another.

Authors

• Blair Harrington, University of Massachusetts-Amherst

• Enku Ide, University of Massachusetts-Amherst

• Yolanda Wiggins, University of Massachusetts-Amherst

• Naomi Gerstel, University of Massachusetts