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Abstract
AbstractThe Covid‐19 outbreak forced families and teachers to use digital technology to support students to engage in distance learning at home. According to their social class, families’ digital equipment, competences and uses vary markedly, which in turn, impacts children's academic achievement. Social class has also a great influence on cultural and parental practices at home, as well as on parental self‐efficacy regarding supporting children's academic achievement. The present study investigated whether, within a single model, structural factors, including home environment, cultural capital, and digital capital, contribute both directly and indirectly (via parental self‐efficacy) to the development of academic inequalities during homework. As predicted, analyses showed that families from working‐class backgrounds are less equipped and feel less competent in digital technology as compared to families from middle‐ and upper‐class backgrounds. Our findings also showed that families’ social class is a significant predictor of cultural capital and parental self‐efficacy which in turn contributes to educational inequalities in achievement. Future studies should delve deeper into the role of parental practices and their involvement, during homework, to educational inequalities.
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