Socioeconomic Barriers to Parental Involvement in Art Education
Bibliographic record
Abstract
This study explores the influence of parental involvement and socioeconomic status on children’s participation in art education, in Johor Bahru, Malaysia. It emphasizes the vital role of parental support in nurturing creativity, confidence, and appreciation for the arts among children. Additionally, the study examines how socioeconomic constraints limit access to resources and opportunities, affecting children’s engagement in art-related activities. The findings underscore the need for policies and initiatives to overcome these barriers and promote equitable access to art education for children, regardless of socioeconomic background. The findings reveal that families with higher socioeconomic status generally possess greater resources and opportunities to support their children’s artistic growth, enrolling them in art classes, providing quality art supplies, and facilitating cultural exposure. In contrast, parents from lower socioeconomic backgrounds face barriers such as financial constraints and limited access to cultural institutions, restricting their engagement. Key themes identified include the importance of parental support in fostering artistic development, the influence of socioeconomic status on access to art education, and the barriers to participation that need to be addressed to create supportive environments for artistic exploration. This study offers valuable insights into the relationships between parental involvement, socioeconomic status, and children’s participation in art education, highlighting the importance of addressing barriers to enhance accessibility and quality of art education for all children.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".