Family Cultural Capital Research Articles

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

The Role of Family Cultural Capital to Predicting Study Abroad Participation in First-Generation U.S. Undergraduates

ABSTRACT This study contributes new empirical using longitudinal national data on the factors explaining study abroad participation in U.S. undergraduates using Roksa et al.’s asset-based concept of family cultural capital. Specifically, this study found that parental nativity and frequency of family vacations were positively associated with study abroad participation. Increased parental academic involvement among first-generation college students, however, was negatively associated with study abroad participation, suggesting a hierarchy of priorities in parental advice in the educational decision-making process. This paper also considers how study abroad offices and parent orientations can promote study abroad for first-generation college students.

The exploration of online academic help-seeking behavior of first-generation college students in developing countries: evidence from China

IntroductionWith the continuous expansion of higher education globally, the number of first-generation college students (FGCS) is also increasing, particularly in developing countries where FGCS account for more than half of all college students.MethodsThis qualitative study explores the experience of Chinese FGCS in online academic help-seeking (OAHS) behavior through semi-structured interviews. The narratives from fifty-eight participants expand the understanding of how FGCS use the Internet to seek academic help when their family cultural capital is insufficient, and also present the role of family in this process.ResultsThree themes are found. First, FGCS prefer one-way help-seeking compared to interactive help-seeking. This situation is consistent with FGCS’ choice in traditional contexts. Second, the Internet is used by FGCS most of the time to address specific issues without assisting them in academic self-growth effectively. Third, FGCS crave more spiritual support and encouragement from families.DiscussionBased on the theories of cultural capital and cultural mismatch, the findings reveal the cultural mismatch and behavioral characteristics of OAHS in the Chinese context, giving implications for university practitioners to provide targeted assistance and training to FGCS.

Library Funding and Reading Promotion Improve Reading Motivation, Family Cultural Capital, and Academic Achievement Among Students in Vietnam

Overseas charitable organizations often play a crucial role in fostering educational and cultural development in developing countries. Taiwan’s Zhi-Shan Foundation (hereinafter referred to as “Zhi-Shan”) has been establishing school libraries and promoting reading programs in rural counties and cities in Vietnam since 2008. This study analyzes dif erences in reading engagement, academic performance, and family cultural capital between students in schools funded by Zhi-Shan and those in nonfunded schools. The study objectives are to determine the ef ectiveness of the foundation’s reading programs and the relationships between students’ reading engagement, academic performance, and family cultural capital by using structural equation modeling.

Australian Secondary science teachers’ perceptions about their classroom practices and student engagement – an analysis based on Science Capital Teaching Approach

ABSTRACT This paper analyses Australian secondary science teachers’ perceptions of their pedagogy and students’ classroom engagement based on the Science Capital Teaching Approach (SCTA). Previous research studies related to the idea of teaching to enhance the science capital of secondary students mainly employed qualitative methods to collect data from teachers. This often takes more time and resources to figure out teachers’ competency in implementing SCTA-related practices. This study gathered data through an online survey. The responses from the online survey were used to develop the ‘Teachers’ Self-reporting Science Capital Questionnaire’ (TSSCQ) comprising 11 scale variables with alpha values closer to seven or more. The TSSCQ supports secondary science teachers in self-assessing their agreement to the extent to which they incorporate SCTA-related practices into their science lessons. The TSSCQ along with a scoring guide assist the teachers to identify areas that they need to improve. A strong and statistically significant correlation has been found between the teaching practices that value science and scientists and the teaching practices that highlight the utility of science. Moreover, teachers did not strongly agree that they incorporate the teaching practices based on family cultural capital. The implications of these findings have been also discussed.

가정의 문화자본과 다문화 수용성이 글로벌 역량에 미치는 영향

This study focuses on improving the global competency of Chinese university students, so this study investigates the relationship between family cultural capital, multicultural acceptability and global competency. Using a quantitative method based on structured questionnaires to collect data from 413Chinese undergraduates. And Hierarchical regression analysis was conducted. First, it was found that there was a difference in the level of sub-factors of global competency according to the individual background variable of undergraduates. Second, it was confirmed that parents' educational background had no influence on the global competence of college students, and that home-held books affect all variables, including knowledge, ability, attitude and value, and behavior, which are the four sub-factors of global competence. Third, multicultural acceptability affects the four sub-factors of global competence: ability, knowledge, attitude, values, and behavior, and is more influential than family cultural capital. Based on these research results, implications for improving the global competency of Chinese undergraduates were discussed and presented.

The Rural-Urban Divide: Family Social Capital, Family Cultural Capital, and Educational Outcomes of Chinese Adolescents

<p><big>A large body of research has been dedicated to the study of relationships between social or cultural capital and educational outcomes in Western countries. However, few studies have examined these associations in a Chinese context, and even fewer have examined the effects of both forms of capital on educational outcomes simultaneously within a familial context in China. This study offers a reformulation of the associations between family social capital and family cultural capital on the educational outcomes of adolescents in both rural and urban China. Using the structural equation modelling approach and the China Education Panel Survey, this study sheds some new insights – the presence of significant compositional differences in both family social capital and family cultural capital between rural and urban Chinese adolescents, and differential effects of both forms of capital on educational outcomes were found. Family social capital presented larger positive effects on the academic effort and educational aspiration of rural adolescents while having no positive effects in facilitating the academic achievement of both rural and urban adolescents. Meanwhile, family cultural capital presented larger positive effects for urban adolescents on all educational outcomes as compared to their rural counterparts.</big></p>

Family capital, social stratification, and access to higher education: An empirical study in mainland China.

This paper employs Bourdieu's theory of capital-focusing on family cultural, social, and economic capital-to research the early-stage mechanism through which access to higher education is formed. While all three types of capital play a significant role in acquiring higher education, most studies tend to focus on just one type of capital. In recent years, domestic scholars have also analyzed in detail the family factors affecting children's access to higher education (CAHE); however, they have not yet explained the mechanism by which these factors influence CAHE, and authentic tests are rare. Therefore, based on existing research, this paper uses the theoretical concept of family capital to reveal how contemporary Chinese families affect their CAHE. This paper analyzes the relationship between family capital, social stratification, and access to higher education opportunities using an econometric model based on baseline data from the China Family Panel Studies (CFPS) from 2010 to 2020, with 10,318 participants, including 4,419 females and 5,899 males. The results of a binary logistic regression analysis show that the possession of family cultural and economic capital has a direct positive influence on CAHE. Children from the elite stratum often benefit more from the accumulation of family cultural capital. Moreover, although it does not form a distinct stratum, the possession of family social capital also significantly influences children's access to higher education. Driven by China's political, economic, and social environment, some children from the blue-collar stratum have a comparative advantage in terms of access to higher education. The possession of family capital is an important factor in the stratification of CAHE, and cultural capital is the most influential type of capital. Parents with a low level of education should be encouraged to become engaged in schools and communities to take professional courses in assisted learning, emotional counseling, decision-making, and voluntary service.

Intergenerational Transmission and Reproduction of Family Cultural Capital

Intergenerational Transmission and Reproduction of Family Cultural Capital

“How does my family affect me?” The family cultural capital impact on Chinese junior high school students’ academic achievement

Family cultural capital plays an increasingly obvious role in students’ academic achievement. This study mainly analyzes family cultural capital's influence on junior high school students' academic achievement. Based on regression analysis and mesomeric effect analysis, we found the family institutionalized cultural capital, family specific cultural capital, and family objectified cultural capital have positive influence on the academic achievement of junior high school students. Parent participation plays as a mediator of family institutionalized cultural capital. Learning attitude functions as a mediator of family's objectification cultural capital. Self-education expectation works as a mediator of family specific cultural capital. All these three factors affect junior high school students’ academic achievement obviously. Therefore, the academic achievement of junior high school students can not only be improved by increasing the family cultural capital, but also by enhancing parent support for academic participation, raising educational expectations for students' development, and cultivating students’ good learning attitudes.

THE INFLUENCE OF FAMILY CULTURAL CAPITAL ON MIGRANT CHILDREN'S ACADEMIC ACHIEVEMENT — FROM THE PERSPECTIVE OF EMOTIONAL REGULATION

THE INFLUENCE OF FAMILY CULTURAL CAPITAL ON MIGRANT CHILDREN'S ACADEMIC ACHIEVEMENT — FROM THE PERSPECTIVE OF EMOTIONAL REGULATION

The Influence of Family Cultural Capital on the Subject Selection Behavior of High School Students Under the New College Entrance Examination in Mainland China: The Mediating Role of Learning Efficacy

The “New College Entrance Examination” reform has become the most difficult part of mainland China’ s current education reform. This study investigates the influence of family cultural capital on the subject selection behavior of Chinese high school students with learning efficacy included as an intermediary variable. Altogether 1258 high school students in Chongqing were surveyed. We find that (1) high school students showed active participation in selecting subjects, and there were significant differences in their selection behavior in terms of grade, parents’ educational background, parents’ occupational level, and family per capita monthly income. Furthermore, (2) the effect of learning efficacy on family cultural capital was significant. The positive influences on high school students’ subject selection behavior were also reflected in the intermediary role of learning efficacy. We also found that (3) the influence of family cultural capital on the selection behavior of high school students is affected by individual and family background variables. Based on these results, countermeasures and suggestions are put forward to help high school students choose courses reasonably.

The SES-based difference of adolescents’ digital skills and usages: An explanation from family cultural capital

Drawing on Pierre Bourdieu's framework of cultural capital, the study explored whether family cultural capital contributed to adolescents' digital inequality regarding both digital skills and usages of digital media and could further explain the relationship between social origins and youth's digital diversity. Cultural capital was operationalized as family cultural resources, cultural practices and media-related parenting activities (i.e., active and restrictive mediation). We tested the proposed hypotheses using data collected from 1119 middle school students in China. The results showed that cultural resources, cultural practices and active parental mediation were significant predictors of adolescents' general digital skill, creative skill and educational use of Internet, whereas leisure use of Internet was not explained by family cultural capital. The results also suggested a relatively complex pattern of relationships between restrictive parental mediation and different dimensions of digital inequality. The path analysis further revealed that cultural resources, cultural practices and active mediation were mechanisms underlying the effects of family SES on adolescents' digital practices. The role of family cultural capital in teenagers' digital practices was discussed in the context of media education.

家庭文化资本视域下的高等教育入学机会公平

家庭文化资本视域下的高等教育入学机会公平

Family and cultural resources that affect an applicant’s acceptance at university

In this article were discussed the influence of family and cultural resources on the applicant admission to a higher educational institution. The relevance of the topic is based on the need to study and improve human capital quality. The main research questions are the family and cultural resources structure, and a person’s family resource relationship with other assets, as well as the conditions for students’ academic achievement. The project is based on a modern resource approach and a theoretical human resources model, proposed by the Russian sociologist Natalia Aleksandrovna Yakovleva to study starting inequality in the student environment. At the empirical part of the study, a survey of St. Petersburg State Institute of Cinema and Television first-year students was performed. Additional project modules were secondary analysis of available sociological results and use of statistical data. The author presents an applicant’s family resources analysis based on such empirical referents as education and professional parents activities, family income, parental attitudes towards higher education for children, family value orientations. Students’ cultural resource was studied according to the activity of visited cultural events, participation in workshops, as well as a set of the most important life attitudes. It was found that the family economic resource, the parents’ education level, family motivation for providing children with higher education, and the creative profession of the father had the greatest impact on admission to the university. Applicants’ cultural capital increased the success of passing the creative test and interview. The main factors in the students’ academic performance are their educational capital, participation in cultural events, and the family cultural capital. The study prospect is to expand the empirical project base for a comparative analysis of the applicants’ and their families’ universities choice with different ratings.

Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

AbstractParents in many cultures invest significant proportions of household incomes in the so‐called shadow education system of private supplementary tutoring. Parts of the literature attribute intensive tutoring to East Asian cultural traditions and to so‐called tiger parenting. Based on a mixed‐methods study in Shanghai, this article examines tiger parenting through a socio‐economic lens to show the roles of shadow education in achieving parental goals. The study shows that tiger parenting is most evident in middle‐class families. In order to transmit or increase social advantages inter‐generationally, such parents use private tutoring to prepare their children for successful academic trajectories in mainstream education. The strategy is driven by anxieties related to social status in the rapidly changing risk economy. Shadow education has provided parents with new means to increase family cultural capital which not only facilitates school performance but also reinforces class dispositions. The study highlights the importance of understanding tiger parenting in the culture of class, in addition to other cultural factors. It challenges the simplistic attribution of tiger parenting to Confucianism by revealing dimensions that run counter to the Confucian conception and tradition of parenting. It also extends the conceptualization of family cultural capital by unpacking the processes of tutoring as externalized parenting in the era of global expansion of shadow education.

Triple X supergirls: Their special educational needs and social experience

Internationally, there appears to be a complete lack of research in education and special educational needs in relation to the Triple X syndrome. This original research is a case study in the form of twelve primary narrative interviews with parents of child daughters, in England, UK. Findings indicate common aspects of moderate special educational requirements, and the overwhelmingly constrained options available to families to obtain support for their daughters. Four predictors for parents of their daughters’ potential are discovering their daughter’s Triple X, a family’s ambition, their means to achieve it, and the extent of girls’ cognitive capacity; a systemic acknowledgement of family cultural capital may be more significant than a knowledge of genetic predisposition in securing these supergirls’ futures.

Time Perspective and Employment Status: NEET Categories as Negative Predictor of Future

Time perspective is crucial for young adults in relation to decision making regarding present and future. Literature links PT to age, to well-being and many other psychological issues, and recent study also to socioeconomic status. In this paper, we have studied the relationship between PT and employment status. Specifically, taking into account the complex employment dynamics of the Italian context and the ever-increasing number of NEET (Not in Education, Employment or Training), this research has studied the preferential temporal orientation of young NEET, comparing with students and workers of the same age and in the same socio-economic context. A questionnaire Zimbardo Time Perspective Inventory in Short Form validated in Italian (S-TPI) was administrated to 144 young adults aged 20-34. Multiple Linear Regression Model, stepwise method, shows that status NEET (negative predictor), age and level of education are predictors of future dimension; instead, maintenance income and family cultural capital are predictors of present dimensions.

Parental Teaching-to-Read Practices and Children’s Reading Literacy in Russia according to PIRLS2011

It is well known that reading literacy of a child is related to the family cultural capital. Parents involvement in their children education is what explains this relationship to a large extent. In this paper, we analyze what teaching practices parents of different cultural capital choose to teach their children to read before school and in the fourth grade. For this purpose, we use PIRLS2011 data. Formal (ABC games, word games, writing) and informal (reading together, discussing a book, storytelling) practices are explored. We find that parents with different level of education choose different teaching-to-read strategies. College-educated parents engage in their children preschool education more often and prefer informal practices. They are also more likely to use a compensation strategy if their children do not attend a kindergarten. Lower-educated parents support their child’s reading more actively in the fourth grade. Their preschool support is largely restricted to the reinforcement strategy of involvement in learning — they are more involved if their child attends a kindergarten. This paper also investigates the relationship between various teaching-toread practices and children’s reading literacy before school and at the fourth grade.

The Effect of Family's Cultural Capital and Social Capital on the Improvement of Students' English Academic Achievement: A Latent Growth Model Analysis

The Effect of Family's Cultural Capital and Social Capital on the Improvement of Students' English Academic Achievement: A Latent Growth Model Analysis