Influence Of Cultural Capital Research Articles

Family Culture's Impact on Chinese Students' Employment Intention

In 2022, a record 4.57 million individuals in China sat for the postgraduate entrance exam, yet only 1.1 million were admitted to graduate programs. Amidst this intense local competition, the allure of studying overseas has grown among Chinese families, with Thailand emerging as a favored destination due to its affordability and conducive Chinese cultural environment. This research aims to explore how family cultural capital influences the career aspirations of Chinese students in Thailand, focusing particularly on how parental educational expectations act as a mediator in this process. Utilizing a survey method, the study gathered 344 valid responses for analysis. Through descriptive statistics, correlation, and mediation effect analyses, it was found that in Thailand, the cultural capital of a Chinese student's family significantly boosts their career intentions. Moreover, such cultural capital profoundly affects parental expectations regarding education, which in turn positively influences students' career plans. The study highlights the mediating role of parental educational expectations in linking family cultural capital with students' job aspirations. The findings advocate for the importance of nurturing family cultural capital and reducing disparities in cultural capital among families. It recommends moderating parental expectations to lessen the academic load on students, based on the insights gained from the research.

Effect of cultural capital on creative culinary process: Mediating role of critical thinking disposition

The aim of this study is to determine the effect of cultural capital on the creative culinary process and to identify the mediating role of critical thinking disposition in this effect. Due to the focus of creativity studies in the field of gastronomy and culinary arts on professional chefs, and the lack of sufficient student-oriented studies, the research is conducted on students. A quantitative research design was employed, and the survey method was chosen as the data collection technique. Purposive and convenience sampling methods were used to determine the sample. The research obtained data from 563 participants. The data were analyzed using confirmatory factor analysis (CFA) to test the research model and the Process Macro for testing hypotheses. The findings indicate that cultural capital effects the creative culinary process; cultural capital influences critical thinking disposition; critical thinking disposition positively affects the creative culinary process; and critical thinking disposition mediates the influence of cultural capital on the creative culinary process. In light of these findings, the study contributes to the relevant literature in various aspects and provides suggestions for program planners, students in the field, and future research.

Family Cultural Capital Influence on Educational Expectations and Class Differences

This paper explores the impact of cultural capital on family educational expectations based on data from the CFPS(China Family Panel Studies). After controlling for control variables such as gender and household registration, it was found that: objectified cultural capital, institutionalized cultural capital and embodied cultural capital all have a significant positive effect on family educational expectations. In addition, there is no significant class difference in the effect of cultural capital on family educational aspirations, but objective and specific cultural capital have a more significant effect on the educational aspirations of the upper class than those of the lower class, and objective and specific cultural capital are more influential within the upper class. In the context of education for upward class mobility, identifying the cultural capital shortcomings of the disadvantaged class that are inferior to those of the upper class and enhancing the educational expectations of families are key to promoting class mobility. Therefore, families, schools and society need to provide support in many ways to compensate for the cultural capital disadvantage of families.

Rational Choice Theory and Taste of Japanese Popular Culture in Motivation of PMI to Enter Japan's Global Labor Market

<em>Developed countries as the axis of world industrialization attract developing countries with young demographic conditions to participate in the global labor market. According to the ILO's World Employment and Social Outlook-Trends 2019, the participation of the youth workforce has decreased. Besides being faced with an aging population, Japan also has a shortage of workers in the middle and low-skilled sectors. Meanwhile, Indonesia has the potential to experience a demographic bonus. The TITP / Kenshusei scheme is a realization of the labor demand and supply relationship. Rational Choice Theory by Coleman focuses on the rational actions of individuals in making decisions to achieve goals, with the calculation of benefits. According to Sonja Haug, indicators of capital and cultural capital influence the decision-making of migrant workers to migrate. In Futaba, workers from developing countries in Japan describe a relationship of mutual need. The state rationally forms a labor mobility policy in the era of the global labor market. Futaba then found that most participants drive-by economic needs and limited employment opportunities in their home countries. Based on the three indicators, career orientation and financial adequacy are the main factors besides the popularity of Japanese culture. Institutionally, the role of the family is the motivation for migration to meet financial needs at the beginning of a career. There is a process of adopting a lifestyle to the way of interaction and cultural habits of Japanese society. Herewith Japanese popular culture such as; the film, anime, manga, and game industries have contributed to the motivation of migrant workers to Japan.</em>

The Influence of Cultural Capital of Guangdong Entrepreneurs on Enterprise Growth – Mediation of Innovation Behavior

Based on Bourdieu’s cultural capital theory, entrepreneur and enterprise growth theory, the purpose of this study is to deeply excavate the connotation of the concept of Guangdong entrepreneur cultural capita l by sorting out the literature related to cultural capital and economic development, entrepreneur, and enterprise growth, and deconstructs Guangdong entrepreneur cultural capital. The constituent elements and functional functions of entrepreneurial cultural capital, analyze the similarities and differences between Guangdong entrepreneur cultural capital and entrepreneurial human capital, entrepreneurial social capital, and entrepreneurial spirit, and explain Guangdong entrepreneur cultural capital from the perspective of the mediating role of entrepreneurial innovation behavior. The research design consists of the mechanism of action on enterprise growth, and research hypotheses to be tested are put forward and empirically tested. The innovation of this research firstly re-examines the theory of entrepreneurial capital from the perspective of cultural capital, innovatively proposes the concept of Guangdong entrepreneurial cultural capital, and clarifies the connotation and functional value of Guangdong entrepreneurial cultural capital, which expands to a certain extent. The findings of this revealed the influencing factors of Guangdong entrepreneur cultural capital and the influence path on enterprise growth, constructs a theoretical model of the influence of Guangdong entrepreneur cultural capital on enterprise growth, and integrates Guangdong entrepreneur cultural capital, entrepreneur innovation behavior and enterprise growth into the framework of the same research, and explores the impact and significance of entrepreneur innovation behavior on Guangdong entrepreneur cultural capital.

How does cultural capital influence the school choice of rural and urban migrant families in Nanjing, China? Evidence from a survey study

Across China, the household registration (hukou) policy has restricted the school admission of rural–urban migrant children in urban areas. In 2017, the Nanjing government issued the Tenants Have the Same Right as Householders (THSRH) policy to allow tenants in urban areas access to public-school resources. However, what the migrant children have experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. This study surveyed 186 rural–urban migrant parents in Nanjing who chose to send their children to junior secondary schools after the implementation of the THSRH policy. The study identified that higher socioeconomic and household status of rural–urban migrants increased their choices for junior secondary schools. However, the study demonstrated that the restriction in the hukou policy is still a dominant factor influencing public-school access. The study highlighted that the interaction of the development of extracurricular abilities and investment in private supplementary tutoring are two main factors that influence the school choices of rural–urban migrant families.

How does family cultural capital influence the individuals’ development? —case study about left-behind children in China

How does family cultural capital influence the individuals’ development? —case study about left-behind children in China

How working-class students choose higher education. The role of family, social networks and the institutional habitus of secondary schools

ABSTRACTBased on a qualitative study of school-to-university transition focused on working-class first-generation university students, the aim of this paper is twofold. First, it illustrates the multiple intertwining dimensions of the process of moving from school to university within an ‘open-door’ admission policy context such as the Italian one. Second, it emphasizes the role of students’ social networks and secondary school institutional habitus in differentiating how working-class students experience university decision-making. Using a Bourdieusian framework, this paper show that family habitus and cultural capital influence the decision to transition to university. However, the paper also shows that these influences are mediated by schools’ institutions according to their positions within the Italian tracking structure. In this respect, it is argued that institutional habitus constitutes a relevant heuristic to provide deeper understanding of barriers encountered by working-class students to access to university and to acknowledge the existence of important dimensions of differentiation among these students.

문화자본이 공연예술축제 참여에 미치는 영향

This study analyzed the influence of the cultural capital of the individual in the decision-making process that leads consumers to cultural consumption. The study between cultural capital and cultural arts participation should pay attention to practical cultural participation behaviors, not participation intention or preference. Therefore, to achieve the purpose of the study, the Uijeongbu Music Theater Festival(UMTF) was selected where both paid and free performances could be participated at the same time. A survey was conducted from May 13 to 21, 2017, and 368 questionnaires were used for the final analysis. The result showed that the effect of festival participants' cultural capital on their participation in performing arts, motivation for participation, and consumption of paid performances was verified. It showed that cultural capital influences participation, motivation and participation. Moreover, the acquired capital was a stronger influence on involvement and artistic motivation than inherited capital and inherited capital was affected only emotional involvement. Also, emotional and cognitive involvement both affect artistic motivation, and artistic motivation has a significant effect on paid performances. Therefore, the capital acquired through the contact process with culture and arts in the course of growth has a greater influence on current performance art consumption, even if it is not experienced as a child. It suggested that the government needs to actively expand the culture and arts education and provide opportunities for the people.

The school's function and the influence of cultural capital on students' performance

This is an excerpt of a master’s dissertation titled “The influence of cultural, social and economic capitals on the students’ school trajectory success”. It aimed to analyse how cultural capital influences the students' school performance through their family's mores and school experiences, when observing their behaviours regarding musical styles, reading practices and sports activities. The family environment is where people initially acquire cultural capital, being legitimized within a set of socially recognized knowledge and cultural assets. The studies of Pierre Bourdieu through the concepts of habitus, cultural, economic and social capital guided the theoretical reference. We chose the qualitative research method named Bourdieusian praxeology, because it is related to the restructuring of the habitus. The results of the work show how important is the partnership between the school and the family for a successful school performance.

What PISA and ASPIRES studies tell us about the nuanced influence of cultural capital on student learning: Construct complexity, student outcomes and contexts

This article juxtaposes the evolving scholarship investigating the influence of cultural capital on student learning and the developing trajectory of sociologists employing quantitative research methods. It critically reviews results from 34 studies analysing PISA or ASPIRES data to generate three key insights demonstrating complexities in relationships between cultural capital and student outcomes. First, cultural capital is a complex construct with many variables (different forms of cultural capital, highbrow/non‐highbrow cultural capital) varying in their association with student literacy and parents’ cultural capital affecting student literacy both directly and indirectly. Second, the influence of cultural capital may vary with types of student outcomes measured. Specifically, there are cultural variables associated with student literacy in different subjects, some cultural capital variables are more important for student literacy for a subject, and cultural capital influences student aspirations in addition to their literacy. Third, the influence of cultural capital on student literacy may vary with educational and social contexts. Cultural capital is more important in decentralised education systems, in low‐achieving schools within differentiated education systems, in higher‐quality schools and in more unequal, developed societies. In contrast, it matters less in high‐achieving and standardised education systems, and in societies valuing education. Given the complexity in cultural capital, future research can ascertain how each cultural capital variable contributes to student learning and compare their effectiveness. It is also important to identify which cultural capital variables matter for specific student outcomes. Lastly, these insights highlight the need to recognise contextual differences in studies of social inequality.

OS CAPITAIS BOURDIEUSIANOS E SUAS INFLUÊNCIAS NO ENSINO E NA APRENDIZAGEM DOS ALUNOS DE MATEMÁTICA

The research work is theoretically structured in the Bourdieusian concepts, specifically on the work The writings of Education. In this sense, the discussion is based on a hermeneutical incursion into Bourdieu's work in order to investigate whether cultural capital influences the performance of students in basic education, especially in Mathematics. Thereunto, through qualitative research supported by quantitative data and collected from questions answered firstly by students of High School, and with Elementary School secondly, especially in the Mathematics subject in a countryside town in Parana, it intends to verify if the concepts by Bourdieu, above all of habitus, are still determinants for teaching and learning process in the formal spaces of education. Therefore, from the data collected through these questionnaires, the relationship between the capitals of the family habitus and the performance of the Mathematics subject is presented under the light of the concepts by Bourdieu.

Children’s conversion of cultural capital into educational success: the symbolic and skill-generating functions of cultural capital

A prominent explanation of intergenerational educational inequality is Bourdieu’s cultural reproduction theory. Indeed, previous studies have frequently shown that children’s cultural capital relates to academic outcomes. However, it remains unclear how children convert their cultural capital into achievement. While Bourdieu argued that cultural capital influences academic outcomes primarily by biasing teachers’ grades, other researchers have proposed the alternative explanation that children’s cultural capital absorption directly translates into academic skills. Using survey data on 2975 fifth graders from the German National Educational Panel Study, we disentangle these two mechanisms of children’s cultural capital conversion; and argue that the main conversion mechanism depends on the cultural capital dimension examined. The results of our structural equation model suggest that both mechanisms are at work and that the main conversion mechanism depends on the dimension of cultural capital examined.

Cultural Capital at Work: How Cognitive and Noncognitive Skills Are Taught, Trained, and Rewarded in a Chinese Technical College

Purpose: Community and technical college student employability is a pressing concern in the United States and China. Policy makers focus on developing students’ human capital in the form of credentials and cognitive skills. However, the focus on completion overlooks the role that noncognitive skills and contextual factors may play in student employability. Method: In this exploratory study, conducted among educators and employers in the manufacturing and biotechnology fields in a large eastern Chinese city, we use a cultural capital framework to address the following questions: (a) What forms of cultural capital are valued by educators and employers? (b) How are these forms of capital being cultivated in the classroom? (c) How do considerations of cultural capital influence hiring and workplace training? and (d) What contextual factors influence these phenomena? Inductive thematic analyses of interviews, classroom observation, and notes from factory tours with eight educators and two employers were completed. Results: This study revealed a shared view that both cognitive and noncognitive skills are essential. Results also reveal a cultural predisposition within Chinese classrooms to lecturing but also a growing use of active learning techniques, a commitment to general education, the importance of “cultural fit” during the hiring process, and job quality and the cultural devaluation of the skilled trades as salient contextual factors. Conclusion: Implications for research, policy, and practice are considered, particularly the need for all students to acquire both cognitive and noncognitive skills as well as a more nuanced and culturally informed perspective on student employability.

Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model

Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's (, ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet, little research to date theorises and disaggregates the interplay among various types of capital as well as the multiplicative capital effects on enrolment. This study addressed this gap. We proposed an ‘interacting multiple capitals’ (IMC) model and hypothesised that parental social capital could moderate the effects of cultural and economic capital on entry to university. To validate the model, a pilot survey was administered to 216 university students of Korean ethnicity in China and investigated the models of involvement adopted by Korean parents in the context of the increasing labour mobility of the Korean adult population. Moderated multiple regression analysis was employed and the results confirmed the hypothesis that capital effects upon university access and choice were multiplicative in nature, with social capital moderating the cultural capital influence on students’ educational aspirations. The study findings show that the interaction of various types of capital variables is sufficiently statistically significant to warrant future research and policy and practical discussion of how to promote parental involvement in university preparation and planning.

Cultureel startkapitaal, een blijvend voordeel?

Summary Initial cultural capital, an enduring advantage? A study of the effect of cultural capital on occupational status This article investigates how cultural capital influences occupational status, and the role of education therein. From the cultural reproduction theory, we derive hypotheses expecting a direct positive effect from cultural capital on occupational status, and an indirect effect through education. Drawing on the cultural mobility theory, we hypothesize that the direct effect decreases with the level of education. Using data from the Longitudinal Internet Studies of the Social Sciences, we find partial support for the cultural reproduction theory implying that cultural capital is supporting inequality in the educational system but not in the occupational field. There is no support for our hypothesis based on the cultural mobility theory, as we do not find robust effect from education on the relation between cultural capital and occupational status.

The Influence of Cultural Capital on How AmeriCorps Members Interpret Their Service

How do volunteers interpret what their service means to them? Is it based on the values the program instills, or on their experiences before volunteering? To answer these questions, I investigate service interpretation in the AmeriCorps program, a US-based social service agency. I conduct 22 in-depth interviews with AmeriCorps members to highlight how they use their cultural capital—rooted in their raised-class background—to interact differently with those they serve and to interpret different benefits of AmeriCorps. I find members from lower-income backgrounds use their past as a form of cultural capital to connect with their service population. On the other hand, members from more privileged backgrounds see the program as beneficial in the context of future work, yet have more difficulty connecting with those they serve. I conclude that the cultural capital learned from different social classes fosters different service interpretations for AmeriCorps members.

‘You're Less Complete if You Haven't Got a Can in Your Hand’: Alcohol Consumption and Related Harmful Effects in Rural Australia: The Role and Influence of Cultural Capital

This study aimed to explore rural Australians' perceptions of social and cultural factors influencing alcohol use in their communities. Semi-structured interviews exploring rural community key informants' (n = 46) perceptions of social and cultural factors influencing alcohol consumption in their community were conducted. A narrative analysis identified cultural capital as a salient concept for explaining how rural community life is created and sustained via drinking practices. Themes relating to participants' accounts of learning to drink, normal drinking; exclusion because of not drinking and problematic drinkers are described. In rural communities, beliefs and values about drinking as a positive social practice are transmitted, rewarded and reproduced across multiple groups and settings, reinforcing that drinking is an integral part of Australian rural culture. Drinking is so important that engaging in drinking practices creates and sustains cultural capital. As a result, alcohol-related harm is of little concern to rural dwellers.

Applying Social and Cultural Capital Frameworks: Understanding Employment Perspectives of Transition Age Youth with Serious Mental Health Conditions

Vulnerable transition age youth, such as those in foster care and with serious mental health conditions, are at increased risk for lower rates of employment. Social capital is empirically linked to employment in the general population, yet little is known about the role of social capital in employment for at-risk transition age youth. Focus groups were conducted with young people with serious mental health conditions and their vocational specialists. Discussions reveal that both social and cultural capital influence employment processes. Those with employment experience value the motivation to work provided through others compared to those with no employment experience. Consistently employed describe strong working relationships with vocational specialists and possession of self-awareness, professionalism, and work-place knowledge as critical for employment success, while inconsistently employed describe worries about controlling emotions or behaviors on the job. Building social and cultural capital are explored as potential service provider goals.

Parental Accounts of Children's Asthma Care: The Role of Cultural and Social Capital in Health Disparities

This article explores the roles of cultural and social capital in shaping parental experiences with children's health care in order to better understand how socioeconomic status (SES) functions as a fundamental cause of health disparities. Specifically, accounts given by 53 socioeconomic and racially/ethnically diverse parents about their experiences managing their child's asthmatic health care are considered. Key sources of cultural capital include a college education, being born or raised in the U.S., and employment in the health care field. Cultural capital helped parents solve problems and make informed decisions about health care. Important sources of social capital included relationships with doctors, school nurses, and friends. Social capital helped parents acquire useful recommendations about providers and assisted them in meeting basic health needs. Parents with little economic and cultural capital deployed social capital as a substitute, which was less effective in the health care field. Abilities to harness cultural and social capital varied based on race, ethnicity, and social class with non-Hispanic white/affluent parents being most successful at deploying cultural and social resources. Considerations of how social and cultural capital influence parents' strategies for managing children's chronic illness shed light on the processes that contribute to the persistence of SES-based health disparities.