Family Socioeconomic Determinants and Students’ Demand for Private Supplementary Tutoring in English in Urban and Rural Bangladesh

Bibliographic Data

ID9729577
AuthorsRafsan Mahmud (0000-0002-5308-1241, Bangladesh Open University, Gazipur, Bangladesh, corresponding author)
Year2021
Volume53
Issue7
Pages831-851
Publication date2021-09-01
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124520974332
OpenAlexW3112605515
LanguageEN
Citations received8
References cited25

The article examines family socioeconomic determinants that stimulate students’ demand for private supplementary tutoring in English in urban and rural areas. It identifies the scale disparities of tutoring demand factors between urban and rural settings. Usually private supplementary tutoring is called shadow education that parallels mainstream school education before or after school hours on extra fee basis. This study found in a 2014–2015 survey that 84.7% urban and 60.7% rural secondary students received private supplementary tutoring in English. The research employed an explanatory sequential mixed method design including quantitative and qualitative data collected from a survey and individual interview. In spite of emergence of tutoring demand, a few students could not be capable to receive private English tutoring. Family socioeconomic standpoints shake forms of students’ claims for learning through tutoring. The study draws on Bourdieu’s theory of capital, which is then linked with family ability for children’s tutoring

Cultural capital · Mainstream · Mathematics education · Political science · Population · Qualitative research · Rural area · Social capital · Social science · Socioeconomic status · Sociology · Diverse Education Studies and Reforms · Global Educational Reforms and Inequalities · Psychology · Socioeconomic Development in Asia

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