Is the role of cultural capital in student achievement in South Korea different? A systematic review

Choi, Yeonsoo; Kim, Sung Won; Hong, Won Pyo

doi:10.1080/01425692.2019.1592662

Cited by 16 publications

(35 citation statements)

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“…East Asia presents an interesting case to examine the parental involvementachievement relation because its inhabitants are among the highest performers in international assessments such as Programme for International Student Assessment (PISA) or Trends in International Mathematics and Science Study (TIMSS), and Asian immigrants from East Asia are seen as outperforming their peers (e.g., Lee & Zhou, 2014;Stevenson et al, 1990). Furthermore, increasing inequality patterns are documented in East Asian countries which have experienced a relatively short history of economic development and social stratification post-war (Choi, Kim, & Hong, 2018;Kariya, 2012). Thus, gaps between families of higher SES and lower SES are increasing, and the importance of parental involvement is likely to have increased as an explanatory factor leading to higher achievement (Chiu & McBride-Chang, 2010).…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Kim

2019

Education and Urban Society

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Countless meta-analytic studies document the relation between parental involvement and achievement, but they mostly include studies conducted in the United States where parental involvement is framed as a policy issue. This is the first meta-analytic study focusing on East Asian countries characterized by high achievement levels, a comparatively standardized education system, and no policy encouraging family–school relations. A meta-analysis of 15 studies retrieved from an exhaustive search of the literature reveals a positive association between parental involvement and achievement. The strength of the relation was highest for academic socialization, followed by home involvement and school involvement, similar to previous meta-analyses.

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Section: Introductionmentioning

confidence: 99%

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Kim

2019

Education and Urban Society

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“…Search terms in titles and abstracts included combinations of relevant keywords, namely habitus AND ( achievement OR performance OR results OR attainment OR course grade OR test OR school OR learning ). This search was complemented by manual searches of studies (a) published in four journals that publish qualitative studies on habitus in educational research ( Sociology of Education , British Journal of Sociology of Education , Critical Studies in Education , Discourse ); and (b) listed in reviews on Bourdieu’s theory of practice (e.g., Choi et al, 2019 ; Spiliopoulou et al, 2018 ; Tan, 2017 ). These searches returned 1,439 potential studies for analysis.…”

Section: Methodsmentioning

confidence: 99%

Typology of habitus in education: Findings from a review of qualitative studies

Tan

Liu

2022

Soc Psychol Educ

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Contextualized in the debate on the (mis)use of habitus in educational research, the present study addresses two research questions: (a) What are the different functions that habitus (i.e., the dispositions underpinning cultural capital that are accumulated through socialization and that guide individuals’ daily practices) serves in students’ educational experiences? and (b) What characterizes the pattern of continuity or discontinuity for habitus across different contexts? Results of the meta-ethnographic review synthesizing findings from 37 qualitative studies show that there was a typology of different functions associated with habitus (academic socialization, motivating learning, facilitating content learning, developing learners’ self-identity and aspirations). These functions transcended cognitive, affective, and social dimensions in students’ present and future learning. However, habitus could also serve as a coping or risk-mitigation mechanism. Furthermore, results show that habitus could be continuous or discontinuous across fields (student, familial, institutional) and sub-fields (educational levels, types of learning, subjects, programs, learners). These results suggest that the prolific use of habitus in research should not be simply dismissed as conceptual infidelity; rather, it enables researchers to clarify how habitus serves different functions in educational experiences of students varying in their learning needs at different stages of their learning and in different contexts. The study contributes to the development of a conceptual framework for habitus that can inform future research. Practical implications for improving disadvantaged students’ learning are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s11218-022-09724-4.

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“…It is a constellation of social, economic, historical, cultural, and political factors that determines the values of cultural capital. The emergence of international comparative empirical research, particularly in Confucian Asian countries with distinct educational systems from the West, implies that cultural capital may operate uniquely, and its effects may vary across different forms (Byun et al., 2012; Choi, Sun won & Hong, 2019; Tan & Liu, 2018; Yamamoto & Brinton, 2010). These researches also reveal a fundamental theoretic issue that cultural capital is not isolated resources (Krarup & Munk, 2016), but sociocultural and institutionalized conditions define the values of cultural.…”

Section: Cultural Capital and How It Workmentioning

confidence: 99%

Institutional determination or teacher bias? Examining the mechanisms of cultural capital in China

Bai,

Wang,

Ding

2024

Euro J of Education

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Empirical research conducted in numerous countries provides substantial evidence supporting the pivotal role of cultural capital in comprehending educational inequality. However, the operation of cultural capital varies across certain regions in East Asia due to distinct educational systems. This study integrates micro‐level mechanisms of cultural capital, teacher bias, and the Chinese educational system to identify its determinants. Findings from the China Education Panel Survey indicate that families with high socioeconomic status tend to cultivate cultural capital but downplay its importance during critical exams. Teachers tend to favour students with cultural capital, which can indirectly enhance academic performance. However, the standardized examination system ultimately suppresses this effect and leads to an overall negative impact. This study suggests that the educational system plays a pivotal role in determining cultural capital and highlights the necessity for further discussions on its relationship with institutions.

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Is the role of cultural capital in student achievement in South Korea different? A systematic review

Cited by 16 publications

References 50 publications

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Meta-Analysis of Parental Involvement and Achievement in East Asian Countries

Typology of habitus in education: Findings from a review of qualitative studies

Institutional determination or teacher bias? Examining the mechanisms of cultural capital in China

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