The Effects of Cultural Capital on Educational Aspirations among Adolescents in Macau

Wang, Hongyu

doi:10.2753/csa2162-0555440203

Cited by 5 publications

(6 citation statements)

References 25 publications

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“…We created this index by counting the number of classical novels, encyclopaedias, world maps, music instruments and magazine and newspaper subscriptions available at home. Those culturally stimulating materials have been shown to enhance academic achievement in Asian culture (Wang, ).…”

Section: Methodsmentioning

confidence: 99%

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Wang¹,

Cai²

2015

Int J Psychol

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Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement.

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Section: Methodsmentioning

confidence: 99%

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Wang¹,

Cai²

2015

Int J Psychol

Self Cite

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“…Although the relationship between cultural capital and educational outcomes has been examined internationally in many quantitative studies, most of these studies focused on the effects of cultural capital on educational achievement rather than on educational aspirations [e.g. De Graaf, De Graaf and Kraaykamp 2000;DiMaggio 1982;Jaeger 2009;Tan, 2017;Wang 2011]. In a study that examined the educational aspirations of Turkish high-school students, Arastaman and Özdemir [2019] found that cultural capital and self-efficacy beliefs had effects on students' academic aspirations, despite the fact that participants' cultural capital perceptions were relatively low.…”

Section: Theoretical Framework and Prior Researchmentioning

confidence: 99%

“…Addressing the educational underachievement of Black Caribbean boys, Stockfelt [2016] showed that cultural capital-operationalised as dispositional beliefs about the value of schoolingpositively affected aspirations toward higher education. Using a sample from Macau middle schools, Wang [2011] demonstrated that watching sophisticated television programmes had effects on students' educational aspirations, while other forms of cultural capital (e.g. attending one-time cultural events with parents, household educational resources) exerted only marginal effects.…”

Section: Theoretical Framework and Prior Researchmentioning

confidence: 99%

Vocational School Students' Aspirations for Higher Education and Selected Social Background Characteristics

Puzić¹,

Šabić²,

Odak³

2022

Czech Sociological Review

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This study examines the association between vocational school students' aspirations for higher education and different factors that may be related to their social background. Using cultural reproduction and relative risk aversion (RRA) theories, the study draws on data from 7060 students of four-year vocational upper secondary school programmes in Croatia. A multinomial logistic model with a random intercept was applied, in which students' aspirations for pursuing higher education served as the outcome variable. Apart from indicators of socio-economic status (SES), vocational school students' characteristics related to cultural habits and behaviours, as well as their concerns with downward mobility, were used as regressor variables in the analysis. All three constructs showed independent effects on aspirations for higher education, controlling for vocational sector, gender, school achievement, and school year. Further, a moderation effect was identified, indicating that the association between cultural capital and aspirations for higher education was stronger among students with more educated parents. In contrast to previous studies, the findings point to the potential complementarity of cultural capital and RRA concerning educational aspirations. We discuss the implications of the study and directions for future research.

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“…Bourdieusian approaches to capital are commonly employed in researching education, both in the Global North and Global South (e.g. Sullivan, 2001;Wang, 2012;Brouwer et al, 2016;Wadhwa, 2018). As an alternative to the tendency to study barriers to educational attainment, or 'deficit theory syndrome' (Morrow, 1999;Pinxten and Lievens, 2014), a Bourdieusian approach examines what facilitates student success.…”

Section: Conceptualising Student Experience In Laos: Bourdieu's Capitmentioning

confidence: 99%

The critical need for reciprocity between educational migrants and communities for continuing education and socio‐cultural capital in Laos

Langill

Willis

2019

Asia Pacific Viewpoint

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Reciprocity between student success and community support has emerged as a strong theme in a phenomenological case study that was conducted amongst post‐primary educational migrant students1 in Laos. Students clearly articulated their dependence upon community support and the ways in which they gave back to their communities in exchange for their continuing education. The descriptions of their experiences were indicative of hierarchical interdependence and highlighted the effects of urbanisation on educational migrants and their lifelong learning. This study draws on Bourdieu's capital theory to understand community and reciprocity as indicators of cultural and social capital. Findings revealed that building relationships between students and their communities is essential to advancing post‐primary education in Laos.

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The Effects of Cultural Capital on Educational Aspirations among Adolescents in Macau

Cited by 5 publications

References 25 publications

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Parental involvement, adolescents' self‐determined learning and academic achievement in Urban China

Vocational School Students' Aspirations for Higher Education and Selected Social Background Characteristics

The critical need for reciprocity between educational migrants and communities for continuing education and socio‐cultural capital in Laos

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