Family Cultural Capital and Student Achievement

Theoretical Insights from PISA
1. Auflage 2020
ISBN: 978-981-15-4490-3
Verlag: Springer Nature Singapore

Buch, Englisch, 78 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 149 g

Reihe: SpringerBriefs in Education

This book focuses on the relationship between cultural capital and student achievement. It fills the gap in the literature on large-scale quantitative studies of the effects of cultural capital. In particular, the review of empirical evidence presented, especially that from studies analyzing large-scale, international data from the Programme for International Student Assessment (PISA), makes a substantial contribution to the literature. This review addresses the knowledge gap on reviews investigating the effects of different forms of cultural capital on student achievement as compared to the more established evidence base in the related field of socioeconomic status.

Zielgruppe

Research

Autoren/Hrsg.

Tan, Cheng Yong

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

1 Introduction.- 2 Overview of cultural capital effects on student achievement.- 3 Cultural capital, socioeconomic status, and school processes.- 4 Cultural capital effects in different contexts.- 5 Conclusion.

Über Autor(innen)

Dr. Cheng Yong TAN is an associate professor at Faculty of Education, The University of Hong Kong. His research interests are socioeconomic status, cultural capital theory, parenting, academic achievement, educational leadership and policy as well as school effectiveness.