The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel.
Open accessAbstract
The outbreak of the Corona virus has led to unprecedented measures in education. From March 16, all schools in the Netherlands are closed, and children must keep up with their schoolwork from home. Parents are expected to take a crucial role in this “homeschooling”: they are primarily responsible for ensuring that their children follow the curriculum. In this article I report the first results of a module in the LISS Panel that was designed to map how parents school their children in primary and secondary education. Data on a nationally representative sample of 1,318 children in primary and secondary education were gathered in April. The results show marked differences between social groups. Whereas all parents find it important that their children keep up with the schoolwork, children from advantaged backgrounds receive much more parental support and have more resources (e.g., own computer) to study from home. Differences in parental support are driven by the ability to help: parents with a higher education degree feels themselves much capable to help their children with schoolwork than lower educated parents. Parents also report that schools provide more extensive distant schooling for children in the academic track in secondary education (vwo) than for children in the pre-vocational track (vmbo). Finally, there is a clear gender gap: parents feel much more capable to support their daughters than their sons.These initial findings provide clear indications that the school shutdown in the Netherlands is likely to have strong effects on the inequality in educational opportunities.
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“Despite favorable conditions, survey evidence from lockdown indicates high levels of dissatisfaction with remote learning (38) and considerable disparities in help with schoolwork and learning resources (39).”
From Learning loss due to school closures during the COVID-19 pandemic (2021) · cites this paper as [39]
In the citing paper
“Bol (2020) documents a large gap in the extent to which parents feel capable of supporting their child, with lower-educated mothers and fathers feeling less sure of themselves, even when their children are still in primary school.”
From Educational Inequality* (2022) · cites this paper as Bol (2020)
Citations
Cites
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Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children
Lee, J., & Bowen, N. K. (2006) · American Educational Research Journal · doi:10.3102/00028312043002193 · Cited by 1,274
A review of the relationship between parental involvement indicators and academic achievement
Boonk, L. M., Gijselaers, H. J. M., Ritzen, H., & Brand‐Gruwel, S. (2018) · Educational Research Review · doi:10.1016/j.edurev.2018.02.001 · Cited by 1,133
Lasting Consequences of the Summer Learning Gap
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007) · American Sociological Review · doi:10.1177/000312240707200202 · Cited by 763
Schools, Achievement, and Inequality: A Seasonal Perspective
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2001) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737023002171 · Cited by 575
Unequal Childhoods: Class, Race, and Family Life
Lareau, A. P. (2018) · Routledge eBooks · doi:10.4324/9780429499821-75 · Cited by 401
Parental Involvement and Educational Achievement
Driessen, G. W. J. M., Smit, F., & Sleegers, P. J. C. (2005) · British Educational Research Journal · doi:10.1080/01411920500148713 · Cited by 314
Negotiating Opportunities: How the Middle Class Secures Advantages in School
Foley, N. F. (2018) · Harvard Educational Review · doi:10.17763/1943-5045-88.3.407a · Cited by 96
Angus, L. B., Snyder, I., & Sutherland‐Smith, W. (2004) · British Journal of Sociology of Education · doi:10.1080/0142569032000155908 · Cited by 42
Cited by
Sorted by citations
Learning loss due to school closures during the COVID-19 pandemic
Engzell, P., Frey, A., & Verhagen, M. D. (2021) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2022376118 · Cited by 1,848
“Despite favorable conditions, survey evidence from lockdown indicates high levels of dissatisfaction with remote learning (38) and considerable disparities in help with schoolwork and learning resources (39).”
Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations
Ferri, F., Grifoni, P., & Guzzo, T. (2020) · Societies · doi:10.3390/soc10040086 · Cited by 1,691
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020) · Journal of Pedagogical Research · doi:10.33902/jpr.2020062805 · Cited by 382
Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A. S. R., & Darnon, C. (2021) · Nature Human Behaviour · doi:10.1038/s41562-021-01212-7 · Cited by 286
Learning loss due to school closures during the COVID-19 pandemic
Engzell, P., Frey, A., & Verhagen, M. D. (2020) · doi:10.31235/osf.io/ve4z7 · Cited by 1,739
Metadata
- Authors
- Bol, T.
- Affiliations
- University of Amsterdam (NL)
- Corresponding author
- Bol, Thijs
- ORCID
- Bol, Thijs
- Publisher
- Center for Open Science
- Published
- 2020-04-30
- OpenAlex
- W3021418304
- Cited by
- 193
- References
- 9
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 21 · 2023: 45 · 2022: 46 · 2021: 52 · 2020: 20
- Type
- posted content
- Language
- en
- Open access
- green
- doi.org
- Locations
- RePEc: Research Papers in Economics (submittedVersion)
- SocArXiv (OSF Preprints) (submittedVersion)
- SocArXiv (OSF Preprints) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › School Choice and Performance
- Keywords
- homeschooling, COVID-19 school closures, educational inequality, parental support, parental education, social inequality, home learning resources, distance education, K-12 education, LISS panel, Netherlands
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