Chapter 1
The chapter focuses on concerted cultivation as a form of organized activities predominantly available for middle class children, whereas working class children undergo natural growth, which provides more autonomy, but less institutional compatibility (Lareau 13). What institutions might have the requirements for skills developed under natural growth?
Chapter 2
The main point of the chapter is about the key elements of concerted cultivation, and the accomplishment of natural growth manifested in everyday activities. These include parental direction vs. interaction, organized activities vs. ‘hanging out,’ institutional criticism vs. dependence, and entitlement vs. constraint (Lareau 31). Are there any negative ramifications of entitlement?
Chapter 3
The chapter focuses on Garrett Tallinger’s case, where the middle-class families’ hectic lives bring benefits but also incur costs. The disadvantages include the inability to manage unstructured time or build deep connections (Lareau 64). What specifically makes middle class children’s scheduled day more institutionally compatible? Is the latter the acquisition of a multitude of skills or the hectic pace of life itself?
Chapter 4
The chapter showcases the advantages of the accomplishment of natural growth persistent among working class children, such as Tyrec Taylor. He showed genuine excitement, ability to manage his own time, independence, creativity, and a lack of entitlement for adult attention (Lareau 81). Is there any way to implement organizational rules in their playtime period?
Chapter 5
The chapter is centered around Katie Brindle, which provides an in-depth insight into how child rearing strategies differ between the middle classes and working classes (Lareau 95). The comment should be made that poor children’s leisure was distinctly separated from their parent’s domain, and they were mostly free to play at their own pace, and no signs of boredom were observed.
Chapter 6
The chapter focuses on the case of Alexander Williams, and the main point is that middle class children were more competent in social environments, especially interacting with adults. There was a sense of entitlement, a view that others should adjust to one’s preferences (Lareau 132). It should be noted that there is extensive reasoning observed in middle class families.
Chapter 7
The key point of the chapter is that working class children use language more respectfully towards the adults, and they are more compliant with the parental directives with greater autonomy over their decisions (Lareau 159). How changing the directive approach to a reasoning-based format for working class children would affect them?
Chapter 8
The chapter highlights the engagement and involvement level of middle class parents in their children’s schooling. They constantly were able to secure the best positions, teachers, and classes for the children, but black parents needed to put an additional effort into doing so (Lareau 181). What prevents a working class parent from being as involved as a middle class one if equipped with this knowledge?
Chapter 9
The chapter’s main point is that activating the available capital does not always bring benefits to middle class children. The excessive intervention from middle class parents can cause a decrease in motivation, an increase in discomfort, and feelings of oppression (Lareau 196). What specifically separates an effective capital activation from an ineffective one?
Chapter 10
The chapter provides an interesting dynamic of preferences among teachers in regards to parents, where they wanted more involvement from working class parents but a less reactionary approach from middle class parents (Lareau 219). It seems that the teachers simply want the parents to be less reliant on them in order to minimize their input.
Chapter 11
The key point of the chapter is that middle class parents enjoy invisible benefits not available to working class families. In other words, the former group does not experience a sense of being vulnerable to school officials, whereas the latter does so (Lareau 231). Would a revision of a teaching strategy of child rearing equalize the perception of standards?
Chapter 12
The core focus of the chapter is centered around the consequentiality of class, where both classes provide an equal amount of love and care for their children. However, extensive resources of middle class parents helped them bear on their children’s behalf (Lareau 262). The comment should be made about the significance of race and ethnicity as well.
Chapter 13
The specific emphasis of the chapter is put on the longitudinal impact of class, where adulthood was strikingly different between the working and middle classes. The divergence degree was large enough to cause an inability to use one question from the interview in an applicable manner for all (Lareau 310). What assessment or interview format would have greater universal applicability?
Chapter 14
The core point of the chapter is about collectively reflecting on the findings and interactions with the subjects. The author notes that there were significantly enduring challenges, such as traumatic perception of the participants’ portrayal by the researcher (Lareau 326). What does the research ethics say about such a reaction?
Chapter 15
The last chapter focuses on the context and quantitative aspects, such as data and statistics. What policy-based changes can a policymaker make to equalize the influence of parenting?
Work Cited
Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life (2nd ed.). University of California Press, 2011.