Структурированная активность детей в контексте стратегий их воспитания русскоязычными женщинами в Мадриде
The article reports the results of a study of differences in structured and unstructured activities of students, as well as the reasons that determine these differences. The empirical base of the research includes the data of survey conducted in the form of writings (208 pieces of writting) and interviews (20 interviews) in 2013 - 2014 in three schools a residential district of St. Petersburg. In this study, we have answered the following questions: What is the difference between structured activities children from different schools and within the same school? How do these differences relate to the resources possessed by the students and the opportunities offered by the schools?
We have concluded that the students' structured activities can be determined by the specifics of the school environment, as well as the perception of themselves and their capabilities. Schools are not just places that provide different types of extra-curriculum activities and the number of them. They follow different approaches to implementation of extra-curricular programs. The students from different schools explain their choice of structured activities differently, share different specific features in the perception of themselves and in whom or what they blame for the current situation. These features can be interpreted as differences in self-esteem and locus of control. The indicated differences in responses of students, in our opinion, have no class nature. Although students are unevenly distributed across schools in terms of mothers’ education, there are greater stylistic similarities in their responses within schools than between schools.
The important indicator in the process of migrant and second-generation incorporation is the extent of the intergeneration progress determined by the achievement of second-generation higher SES than their parents had. Due to many children of recent migrants still studying at school, researchers have focused on different factors that could determine and predict the subsequent achievement of school-age children. This includes educational achievements, educational aspirations, expectations, plans for the future etc.
Only a small amount of research examines the role of after-school and extra-curriculum activities in the career paths of migrant children and has considered which additional resources could be given to the children who were involved in such programs. The few studies that have been conducted, showed that what happens to a child after lessons, can have a significant impact on the performance of these children, forming friendships as well as subsequent career achievements. Additionally some of them showed how extra-curricular and after-school activities have had an influence on the life of a migrant children.
The study of children who have attended different after-school programs in St. Petersburg allows us to answer the following questions: are there any differentiations between after-school activities of migrant children and non-migrant children whose families hold the same social position? We also examine how after-school program participation relates to academic outcomes, parental practicies, the cultural and social resources of families and migrant/non-migrant backgrounds. The results are based on survey responses gathered from participants of after-school programs (N=205) located within one district.
This article presents the results of a study of the child-rearing practices of Russian-speaking migrant women living in Madrid, which include the organization of the daily life of children, the choice of educational and structured programs and institutions. The aim of the research is to study the influence of the features of the neighborhoods and migration specificity of families on the child-rearing practices. The empirical base of the research includes interviews with Russian-speaking parents and teachers or organizers of Russian structured programs for children, as well as the data from observations conducted during visits to these programs, meetings and walks with parents and their children. The results of the research demonstrate that the institutional resources of the neighborhoods can limit and determine the diversity and the choice of structured activities in which children are involved. Parents follow a number of strategies to get over the limited availability of resources and unfavorable living conditions. Migratory specificity of families, showed in the level of proficiency in the Spanish language, shared ideas about the importance of the transfer of the mother tongue to the child, orientation on the Russian-speaking community, can mediate the influence of the neighborhoods on thechild-rearing practices.