# Social-Class Inequality in Digital, Cultural Equipment and Practices for Children's Homework Monitoring

Johanne Mzidabi, Sébastien Goudeau, Jean-François Rouet, Romain Delès, Nele Claes, Theodore Alexopoulos

► To cite this version:

Johanne Mzidabi, Sébastien Goudeau, Jean-François Rouet, Romain Delès, Nele Claes, et al. Social-Class Inequality in Digital, Cultural Equipment and Practices for Children's Homework Monitoring. Annual Convention (SPSP), Feb 2024, San Diego, United States. OSF Registries, 2022, 10.17605/OSF.IO/4ZBVJ. hal-05379036

HAL Id: hal-05379036

https://hal.science/hal-05379036v1

Submitted on 24 Nov 2025

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Distributed under a Creative Commons Attribution 4.0 International License
# Homework in the aftermath of the Covid-19 crisis : contribution of cultural and parental practices to the creation of educational inequalities

Johanne Mzidabi, Sébastien Goudeau, Jean-François Rouet, Romain Delès, Nele Claes & Theodore Alexopoulos

## INTRO

* Social class:
  → Creates different contexts of socialization
  → Plays a role in the way we experience life

* Covid-19 pandemic:
  → Disrupted the learning of children
  → Variation in the ability of parents, pupils and schools to ensure distance learning

* Contributing to the academic achievement gap:
  → Digital divide: equipment, competences, use
  → Different parental practices
  → Cultural mismatch

* The main goal was to test an integrative model to examine the contribution of these factors to academic achievement.

## METHOD

* N = 400, parents of a child aged 7-13, recruited through schools

* 30' questionnaire at home, by an interviewer

* Social class proxied using the IPS (Social Position Index); combines the cultural, social and economic capital of the household

* The questionnaire measured:

* The digital divide (equipment at home, digital competences, use of digital technology; recreational vs. educational)

* Parental practices and parental self-efficacy

* Cultural capital (amount of books at home, access to cultural activities...)

* Academic achievement

# Social class & parental self-efficacy positively predict academic achievement

## Digital competences & cultural capital are significant mediators, predicting both parental self-efficacy and academic achievement

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Note. The figure presents only the direct effects from the final model. *** *p* < .001; ** *p* < .01; * *p* < .05; ns *p* > .05.

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FEB 8-10 • SAN DIEGO, CA

## RESULTS

* The model provided good to excellent fit indices, CFI = .980, RMSEA = .03, SRMR = .034.

* Social class positively predicts academic achievement, *B* = 0.21, *p* < .001. Regarding the mediators:

* Cultural capital, *B* = 0.12, *p* = .001

* Digital equipment, *B* = 0.10, *p* = .035

* Digital competences, *B* = 0.49, *p* < .001

* Parental involvement, *B* = 0.14, *p* = .001
    → Predicted parental self-efficacy.

* In addition, parental self-efficacy predicted academic achievement, *B* = 0.31, *p* < .001.

* Surprisingly, parental involvement negatively predicted academic achievement, *B* = -0.21, *p* < .001, whereas the effects of digital competences and equipment were not directly related to academic achievement.

## DISCUSSION

* The key mediators, digital competences and cultural capital, appear to have a significant impact on parental self-efficacy, therefore having a significant effect on academic achievement.

* Some limits to bear in mind:

* The questionnaire was answered at home, in front of an interviewer: desirability bias?

* Academic achievement was measured with a single item and it was a subjective measure.

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johanne.mzidabi@univ-poitiers.fr

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@johannemzidabi

## References

Azubuike et al., 2021; Bailey et al. 2021; Bourdieu, 1979; Bozkurt et al., 2022; Calarco, 2020; Delès, 2020; Easterbrook et al., 2023; Goudeau et al., 2021; Hargittai, 2010; Rocher, 2016; Sanrey et al., 2021; Tazouti & Jarlégan, 2016