Differences, based on social class (to what 'classes' does she refer?)

• How kids spent time (control/leisure, TV or no, organized activities, etc.)--rationalization of children's leisure time (in the middle-upper class households)--money and 'household resources' dictate some of the differences in activities
• How language was used, how parents and children interact (reasoning with adults, economy of language and obedience, corporal punishment)
• relationships with family members, siblings, extended family
• relationships with schools, teachers, expectations of education professionals
• Concerted cultivation versus accomplishment of natural growth--what do those mean, and what are the pros and cons, according to Lareau?
• Remember--these are not absolutes--not all working class and poor households mistrust institutions and loathe school teachers and administrators, and not all middle-upper class households have great facility with these institutions--these are patterns, trends, probabilities--one group may be more likely, in other words, based on the observations of Lareau and her research team.

Implications

• Relationship to welfare state
• Bureaucracies and their reflection of middle class values--how does this treat kids and parents differently? What to do--make bureaucracies more responsive, or teach more bureaucratic 'literacy?'
• Educators and sensitivity to class (we all have a 'class,' and it is sometimes difficult for us to show empathy without some training)
• What does Shipler have to say about 'skill and will?' How does this relate to middle class values as the 'default' values (think also about Hays' interview subjects)?