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Abstract

AbstractMany scholars pinpoint the family as one of the most important loci of class differences and see parenting in particular as a mechanism for the reinforcement and reproduction of class variation. In this article, the authors explore the role of educational background, occupations, family resources, state surveillance, and culture in explaining how and why parenting practices vary by class backgrounds. The article reviews research that focuses on class‐based cultural norms and values, as well as research that argues that structural conditions and access to resources are more important than culture in influencing parenting norms, beliefs, and outcomes. The authors then discuss recent research that suggests that rather than seeing culture and structure as dichotomous, in fact, culture and structure are intertwined and it is through seeing them as mutually reinforcing factors that we can best make sense of class‐related parenting differences.

Citizens and journalists are concerned about the prevalence of misinformation in contemporary politics, which may pollute democratic discourse and undermine citizens' ability to cast informed votes and participate meaningfully in public debate. Academic research in this area paints a pessimistic picture -- the most salient misperceptions are widely held, easily spread, and difficult to correct. Corrections can fail due to factors including motivated reasoning, limitations of memory and cognition, and identity factors such as race and ethnicity. Nonetheless, there is reason to be optimistic about the potential for effectively correcting misperceptions, particularly among people who are genuinely open to the facts. In this report, we offer a series of practical recommendations for journalists, civic educators, and others who hope to reduce misperceptions.