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• The family environment in disadvantaged families and its psychological effects on sociocultural disadvantages

  120-134

  Judit Kovács

  Views:

  28

  Sociocultural disadvantage is a cultural deficit resulting from a disadvantaged situation, which, according to the norms of the majority society, means a lower level of education, poorer school performance, a lower level of knowledge of the behavioral rules necessary for social advancement, and keeping to those norms, among other things. Increasing attention is devoted to under­developed social competencies as disadvantages (e.g. communication and cooperation skills, self-regulation), which help, for example, to achieve good school performance. Social competencies are fundamentally related to the family environment in childhood. Our study discusses the psychological effects of the family environment through a systematic literature search. The relationships are discussed between stress and children’s psychosocial and cognitive development; the relationship between parents’ attitudes towards school education and children’s learning attitudes and perseverance; and the relationship between parenting style and self-regulation. The study argues that parents cannot be excluded from disadvantage compensation programs aimed at reducing sociocultural disadvantages.

• Where to go, net generation? Lifestyle-based segments of the Hungarian youth

  124-142.

  Suto Anna

  Views:

  245

  My study attempts to explore the lifestyle-based segments of the Hungarian youth through an
  innovative methodology based on social media data, incorporating the dimension of digitization
  into the creation of lifestyle groups. The examination of the segments’ lifestyle attitudes is
  assisted by a review of the related theoretical milieu approaches, international and Hungarian
  empirical milieu researches

• The Social Ecology of Rural Schools: Family-Community-School Relationships in Cross-National Perspective

  76-103

  Ibolya Czibere

  Noémi Loncsák

  Magdolna Simon

  Views:

  56

  Rural small schools are situated at the intersection of educational and social inequalities, where students’ learning outcomes and overall development are closely tied to the quality of relationships among families, schools, and local communities. Although extensive research has examined parental involvement and social capital, relatively few comparative studies have explored the social ecology of rural small schools-particularly the interrelations between family milieu, community embeddedness, and institutional autonomy. This study addresses this gap through a systematic review of empirical and theoretical research published between 2010 and 2024. The analysis draws on Bronfenbrenner’s bioecological model, Bourdieu’s theory of cultural capital, Coleman’s concept of social capital, and Epstein’s typology of parental involvement. Findings indicate that the family-community-school nexus exerts a multi-level and interactive influence on children’s cognitive, emotional, and social development-directly through family practices, indirectly via the quality of parent-school relationships, and structurally through local social capital and institutional resources. A cross-national comparison reveals that while rural schools are universally positioned within structures of educational disadvantage, variations in cultural norms, community organization, and policy frameworks crucially determine whether family and community resources mitigate or reinforce these inequalities. The study concludes that the success of rural small schools depends not on the quantity of resources but on the quality of relationships. Trust, reciprocity, and partnership within the family-school-community triangle are essential foundations of rural resilience. Policy interventions are most effective when they strengthen the community-based and family-centered functions of small schools, embedding parental involvement as an integral element of the learning process.