Valuable Curricula: Distinguishing Preschool Curricular Beliefs through Teachers’ Communication Styles
Location
PANEL: Investigating Diverse Perspectives on Childhood Development and Social Identity
Wilder 101
Document Type
Presentation
Start Date
4-28-2023 10:00 AM
End Date
4-28-2023 11:00 AM
Abstract
Socialization styles, or the process of teaching an individual how to behave in society based on a superimposed value system, have been shown to differ between socioeconomic status groups (Lareau, 2011; Park, 2016). Most socialization today occurs in schools, the earliest exposure being preschool. I operationalize socialization in terms of the values children are told are important, either implicitly or explicitly. How are value systems embedded within preschool curricula? What language and communication tools do teachers use to relay social messages to students? Using Pierre Bourdieu’s theoretical concepts of habitus, cultural capital, and social reproduction as a framework, I utilize mixed methods (secondary survey data analysis and qualitative interviews) to empirically test hypotheses regarding the link between the socioeconomic status of students and socialization styles their teachers employ. The results confirm my hypothesis that teachers' socialization styles in preschool classrooms reflect their students' socioeconomic status. This study provides insights into current socialization practices and modern social reproduction, and concludes with future research recommendations.
Keywords:
Socialization, Early childhood education, Socioeconomic status, Pierre Bourdieu
Recommended Citation
Burkey, Audrey, "Valuable Curricula: Distinguishing Preschool Curricular Beliefs through Teachers’ Communication Styles" (2023). Research Symposium. 20.
https://digitalcommons.oberlin.edu/researchsymp/2023/presentations/20
Major
Sociology; Economics
Project Mentor(s)
Daphne John, Sociology and Comparative American Studies
2023
Valuable Curricula: Distinguishing Preschool Curricular Beliefs through Teachers’ Communication Styles
PANEL: Investigating Diverse Perspectives on Childhood Development and Social Identity
Wilder 101
Socialization styles, or the process of teaching an individual how to behave in society based on a superimposed value system, have been shown to differ between socioeconomic status groups (Lareau, 2011; Park, 2016). Most socialization today occurs in schools, the earliest exposure being preschool. I operationalize socialization in terms of the values children are told are important, either implicitly or explicitly. How are value systems embedded within preschool curricula? What language and communication tools do teachers use to relay social messages to students? Using Pierre Bourdieu’s theoretical concepts of habitus, cultural capital, and social reproduction as a framework, I utilize mixed methods (secondary survey data analysis and qualitative interviews) to empirically test hypotheses regarding the link between the socioeconomic status of students and socialization styles their teachers employ. The results confirm my hypothesis that teachers' socialization styles in preschool classrooms reflect their students' socioeconomic status. This study provides insights into current socialization practices and modern social reproduction, and concludes with future research recommendations.
