The Role of Cultural Capital and Parental Involvement in Educational Achievement and Implications for Public Policy
The Role of Cultural Capital and Parental Involvement in Educational Achievement and Implications for Public Policy

Author: Justin J. Underwood

Publisher:

Published: 2011

Total Pages: 49

ISBN-13:

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Using the theory of social and cultural reproduction originally posited by Pierre Bourdieu, I test the idea that social status and individual culture affect academic achievement. The data used for this analysis was from the first panel of the Education Longitudinal Study (ELS), a survey sponsored by the U.S. Department of Education and based on a nationally representative sample of 16,719 tenth-grade respondents in 2002. As one would expect, the measure of student's ability was the only variable that remained significant throughout for both classes and racial groups throughout all statistical models. The difference in the importance of upper class students and lower class is dependent on race. These findings are bolstered by other studies that show parental involvement has been shown to mediate the effects of race and socioeconomic resources in achievement gaps it could also be used as a possible strategy for reducing the achievement gap even in the presence of cultural capital.

Rethinking Family-school Relations
Rethinking Family-school Relations

Author: Maria Eulina de Carvalho

Publisher: Routledge

Published: 2000-10

Total Pages: 173

ISBN-13: 1135661383

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This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.

Rethinking Family-school Relations
Rethinking Family-school Relations

Author: Maria Eulina de Carvalho

Publisher: Routledge

Published: 2000-10-01

Total Pages: 190

ISBN-13: 1135661375

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This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.

Family Cultural Capital and Student Achievement
Family Cultural Capital and Student Achievement

Author: Cheng Yong Tan

Publisher: Springer Nature

Published: 2020-04-09

Total Pages: 84

ISBN-13: 9811544913

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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.

School Systems, Parent Behavior, and Academic Achievement
School Systems, Parent Behavior, and Academic Achievement

Author: Emma Sorbring

Publisher: Springer Nature

Published: 2019-09-17

Total Pages: 151

ISBN-13: 3030282775

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This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.

School, Family, And Community Interaction
School, Family, And Community Interaction

Author: Cheryl L Fagnano

Publisher: Routledge

Published: 2019-05-28

Total Pages: 158

ISBN-13: 1000310744

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Most Americans will agree that, among other things, a quality education begins with meaningful interaction between families and schools. Yet as the contributors to this volume point out, several aspects of contemporary American society undermine the critical relationship among schools, families and their communities, and these conditions contribute

Parents Matter
Parents Matter

Author: M. Warnasuriya

Publisher: Xlibris Corporation

Published: 2018-05-17

Total Pages: 83

ISBN-13: 1984520938

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This book discusses the vital part that parents play in the academic achievement of students. It describes the many roles that parents assume in the different educational stages of a childs life from infancy to late adolescence and how these roles ultimately impact students academic and future success. The book explores in detail the impact of parent involvement in early childhood education; middle, junior high, high school education; and with at-risk students. Parent involvement is also a critical factor within the school atmosphere. The book discusses in detail how parent involvement affects the schools caliber to promote student achievement, thus contributing to the overall school improvement process. Practical and research-based strategies are introduced under each parent role, thus enabling the reader (whether it be parent, school administrators, or educators) to apply what was read to the real-life context within the relevant settings.

Parental Involvement on Children’s Education
Parental Involvement on Children’s Education

Author: Esther Sui-Chu Ho

Publisher: Springer Science & Business Media

Published: 2013-01-29

Total Pages: 176

ISBN-13: 9814021997

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This book is based on the empirical work of a large-scale project to investigate the possible impacts of diversified forms of parental involvement on children and school by first exploring through a series of ethnographic case studies how principals, teachers and parents perceive and act on parental involvement in the primary schools of Hong Kong and, then, examining how the different forms and levels of parental involvement are related to individual and institutional factors through a series of survey studies on all these stakeholders in children’s education. Finally, the book assesses the extent to which different forms of parental involvement affect student performance based on student survey results and available school records.​

Cultural Capital and Parental Involvement
Cultural Capital and Parental Involvement

Author: Siu-hang Kong

Publisher: Springer Nature

Published: 2023-01-12

Total Pages: 173

ISBN-13: 9811990328

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This book uses Pierre Bourdieu’s cultural capital model as a theoretical framework for exploring how students in Beijing and Hong Kong perceive parental influences—their parents’ cultural capital and support—on their participation in musical activities. By studying students’ perceptions of their parents’ cultural capital and support for their musical activities, this book revisits the applicability of Bourdieu’s cultural capital model in the contemporary Chinese context and reveals how inequality in terms of parental cultural capital governs parents’ support and influences the intergenerational transmission of cultural capital, which in turn contributes to inequality in terms of students’ cultural capital.