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Article: Do parental attitudes toward and expectations for their children’s education and future jobs matter for their children’s school achievement?
Title | Do parental attitudes toward and expectations for their children’s education and future jobs matter for their children’s school achievement? |
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Authors | |
Keywords | cultural capital evaluative standards job markets mathematics achievement |
Issue Date | 2017 |
Publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1469-3518 |
Citation | British Educational Research Journal, 2017, v. 43 n. 6, p. 1111-1130 How to Cite? |
Abstract | The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation and that are susceptible to school influences (e.g., mathematics and science). The present study systematically examines this position using data involving 96,591 15-year-old students from 3,602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three-level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised home educational resources; parental educational attainment and occupational status; parental expectations of their children’s educational attainment, future career in mathematics, and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privilege student mathematics achievement in schools. |
Persistent Identifier | http://hdl.handle.net/10722/242836 |
ISSN | 2023 Impact Factor: 3.0 2023 SCImago Journal Rankings: 1.102 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Tan, CY | - |
dc.date.accessioned | 2017-08-25T02:46:01Z | - |
dc.date.available | 2017-08-25T02:46:01Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | British Educational Research Journal, 2017, v. 43 n. 6, p. 1111-1130 | - |
dc.identifier.issn | 0141-1926 | - |
dc.identifier.uri | http://hdl.handle.net/10722/242836 | - |
dc.description.abstract | The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation and that are susceptible to school influences (e.g., mathematics and science). The present study systematically examines this position using data involving 96,591 15-year-old students from 3,602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three-level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised home educational resources; parental educational attainment and occupational status; parental expectations of their children’s educational attainment, future career in mathematics, and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privilege student mathematics achievement in schools. | - |
dc.language | eng | - |
dc.publisher | Wiley-Blackwell Publishing Ltd. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1469-3518 | - |
dc.relation.ispartof | British Educational Research Journal | - |
dc.rights | This is the peer reviewed version of the following article: British Educational Research Journal, 2017, v. 43 n. 6, p. 1111-1130, which has been published in final form at https://doi.org/10.1002/berj.3303. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | - |
dc.subject | cultural capital | - |
dc.subject | evaluative standards | - |
dc.subject | job markets | - |
dc.subject | mathematics achievement | - |
dc.title | Do parental attitudes toward and expectations for their children’s education and future jobs matter for their children’s school achievement? | - |
dc.type | Article | - |
dc.identifier.email | Tan, CY: tancy@hku.hk | - |
dc.identifier.authority | Tan, CY=rp01826 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1002/berj.3303 | - |
dc.identifier.scopus | eid_2-s2.0-85029308557 | - |
dc.identifier.hkuros | 274665 | - |
dc.identifier.volume | 43 | - |
dc.identifier.issue | 6 | - |
dc.identifier.spage | 1111 | - |
dc.identifier.epage | 1130 | - |
dc.identifier.isi | WOS:000417211700005 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0141-1926 | - |