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5 November 2025 - 5 November 2025

1:00PM - 2:00PM

Room CB1017, Confluence Building & online via Microsoft Teams

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This event is part of the School of Education’s 2025/26 Research Seminar Series

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Dr Chen Yong, University of Hong Kong

 

Abstract

The webinar will critically examine the relationships among SES, parenting, and student learning outcomes by using the presenter’s research that synthesizes related bodies of literatures. First, it addresses the complexity of the SES variable and interprets the family SES effect size for student learning. Next, it compares parenting style with parental involvement effect sizes to highlight the more direct impact of the latter on student learning outcomes. Having said that, not all parental involvement practices are equally effective, so the presentation will identify parental involvement practices that are more consequential for student learning. Then it discusses how parenting in the digital environment is associated with children’s digital wellbeing. Lastly, it presents findings on associations among school SES, school processes, and student learning, and implications for equitable school leadership practices. In summary, the webinar is expected to be of interest to researchers examining SES, parenting, equity, and student learning outcomes.

Biography

Cheng Yong Tan is Associate Professor and Doctor of Education Program Director at the University of Hong Kong (HKU). His research examines how the home and school influence student achievement and child development. With 87 research outputs, including 57 single/first/corresponding-author outputs, he is consistently ranked among the top 2% most cited scientists worldwide by Stanford/Elsevier. He has won numerous awards, including Article of the Year Award 2018 by Educational Review and the HKU Research Output Prize 2022. His article, ‘Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis’ published in Parenting: Science and Practice in 2020 is deemed by SciVal/Scopus to be the among the most representative study in the field of parental involvement study (2020-2026). He has published in leading journals including Educational Research Review, Educational Psychology Review, Review of Educational Research, Computers in Human Behavior, and American Educational Research Journal.

Joining Online
This event will be accessible via Microsoft Teams. If you would like to attend online, please contact ed.research@durham.ac.uk to request the Teams link.

 

Pricing

Free