Parental media socialization and educational attainment: Resource or disadvantage?
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SourceResearch in Social Stratification and Mobility, 28, 4, (2010), pp. 453-464
Article / Letter to editor
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SW OZ RSCR SOC
Research in Social Stratification and Mobility
SubjectInequality, cohesion and modernization; Ongelijkheid, cohesie en modernisering
This article analyzes the long-term effects of parental media socialization on children's educational attainment. Data on 8316 individuals from 3257 families in the Netherlands is used to estimate hierarchical models that distinguish between family-specific (socialization) and individual-level effects. The study reveals that parental reading and television socialization plays a meaningful role in predicting children's success in education. Whereas parental time spent viewing television is disadvantageous for a child's educational career, parental reading intensity enhances educational success. Moreover, not only does media exposure play a relevant role, the content of parental media consumption also matters. Parents who prefer highbrow literature benefit their children's educational career, whereas a preference for watching popular TV programs is disadvantageous for a child's educational success. Next to the parental example of media consumption, media guidance provided by parents is scrutinized. Results indicate that parent-child interactions on reading positively affect children's educational attainment.
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