Analysis on the Influence of Family Background and Cultural Capital on the Non-cognitive Skills of Children

Luo, Fang

doi:10.11648/j.edu.20170606.14

Cited by 5 publications

(12 citation statements)

References 11 publications

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“…Lee and Zhou, 2017). The results also fit comfortably with studies of the effects that family background (Fletcher and Wolfe, 2016; Khanam and Nghiem, 2016; Luo et al., 2017) and parental involvement (Bornstein et al., 2003; Glick et al., 2012; Ngai, 2015) have on child development, while revealing the mediating role of parenting practice in the relationship between parental migrant status and non-cognitive abilities in the Hong Kong context.…”

Section: Resultssupporting

confidence: 85%

“…In the USA, for example, much of the educational success of Asian immigrants’ children can be explained by their favorable family background (Kao, 1995), while the low educational achievement of Mexican immigrants’ children can mostly be attributed to family socioeconomic status (Warren, 1996). Furthermore, family background plays a significant role in children’s non-cognitive development (Fletcher and Wolfe, 2016; Khanam and Nghiem, 2016; Luo et al., 2017).…”

Section: Family Background Parenting Practices and Children Of Chinmentioning

confidence: 99%

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Family background, parenting practices, and child outcomes: Chinese migrants’ offspring in Hong Kong

Zhang

Nie

2019

Chinese Journal of Sociology

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Using data from the 2011 population census and the Hong Kong Panel Study of Social Dynamics, this paper examines the academic performance and non-cognitive skills of the children of Chinese migrants in Hong Kong aged 14 and below. Our analyses show that the poorer academic performance of Chinese migrants’ children results mainly from disadvantageous family background and parenting practices. Children of cross-border and migrant families do not differ from children of natives in Chinese, mathematics, or English, once parental education and parent–child communication about school life are controlled for. Children from migrant families have significantly higher levels of non-cognitive ability than children of natives. Our analyses also show that parental education is positively associated with Chinese and English performances; parents talking with children about school life significantly improves children’s performance in Chinese, mathematics, and English; and parental migrant status and parenting practices have positive effects on non-cognitive skills.

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Section: Resultssupporting

confidence: 85%

Section: Family Background Parenting Practices and Children Of Chinmentioning

confidence: 99%

Family background, parenting practices, and child outcomes: Chinese migrants’ offspring in Hong Kong

Zhang

Nie

2019

Chinese Journal of Sociology

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“…Most studies showed that family socioeconomic status (SES) and cultural capital had a significant impact on children's noncognitive abilities (Peter, 2016;Anger and Schnitzlein, 2017;Luo and Guan, 2017;Du et al, 2018;Yao and Ye, 2018). To be specific, the enhancement of family SES and family cultural capital could improve children's noncognitive abilities Luo and Guan, 2017;Du et al, 2018;Yao and Ye, 2018). On the contrary, lower SES, such as mother's unemployment was not conducive to the improvement of children's noncognitive abilities (Peter, 2016).…”

Section: The Determinants Of Children's Noncognitive Abilitiesmentioning

confidence: 99%

“…Recent researches paid more attention to the relationship of family background and children's noncognitive abilities and discussed the impact of family socioeconomic status and cultural capital on children's noncognitive abilities (Peter, 2016; Anger and Schnitzlein, 2017; Li and Zhao, 2017; Li et al , 2017; Luo and Guan, 2017; Du et al , 2018; Yao and Ye, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Most studies showed that family socioeconomic status (SES) and cultural capital had a significant impact on children's noncognitive abilities (Peter, 2016; Anger and Schnitzlein, 2017; Li and Zhao, 2017; Li et al , 2017; Luo and Guan, 2017; Du et al , 2018; Yao and Ye, 2018). To be specific, the enhancement of family SES and family cultural capital could improve children's noncognitive abilities (Li et al , 2017; Luo and Guan, 2017; Du et al , 2018; Yao and Ye, 2018). On the contrary, lower SES, such as mother's unemployment was not conducive to the improvement of children's noncognitive abilities (Peter, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

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The different development trajectory of noncognitive abilities of urban and rural children: evidence from China family panel studies

Zhao

Zhou

2020

AEDS

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PurposeThe purpose of this paper is to analyze the temporal development of noncognitive abilities of children and the development trajectory of rural and urban children's noncognitive abilities in China.Design/methodology/approachLexis diagram is used as the research framework to depict the development trajectory of rural and urban children's noncognitive abilities in China. By employing the nationally representative longitudinal survey data, China Family Panel Studies (2010–2016), the difference of rural and urban children's noncognitive abilities is disentangled into temporal, age and cohort effects.FindingsThere is a significant temporal rural–urban difference in children's noncognitive abilities, but the rural–urban gap would expand, narrow or show more complex development trends under different measurements. The results of age and cohort comparison are similar to those of temporal comparison, that is, there are divergent trajectories of rural–urban gap due to the different measurements and different ages and/or cohorts. Specifically, urban children perform better in self-esteem, but rural children always have a higher social responsibility, such a contrast between urban children's weak social responsibility under the advantageous condition and rural children's strong social responsibility in the relatively disadvantageous environment.Originality/valueChildren's noncognitive ability is not innate but is a gradually acquired characteristic through training and cultivation. The rural–urban difference of children's noncognitive abilities implies educational issues concerning educational principles in the urban environment and the educational resources' allocation in the rural society in China. Besides, as the unidimensional measurement of children's noncognitive ability is insufficient, the systematic measurement composed of multidimensional indicators utilizing cohort data or longitudinal data would be needed.

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Exploring the impact of family capital on family reading culture of primary and secondary school students

2023

FER

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With the promotion of the concept of nationwide reading in the report of the 20th Party Congress, building a Scholarly China has become a macro trend in the development of Chinese society. The family, as the basic unit of the country, has become an important position for promoting reading. Family capital, as a collection of explicit and implicit resources, has an important influence on the formation of family reading culture. How to allocate family capital reasonably and form a good family reading culture has become an important topic to explore in the context of promoting nationwide reading in China's new era. However, previous studies have mostly focused on the influence of family capital on students, with few exploring its impact on families as a whole (parents and children), and no research has discussed the influence of family capital on family reading culture. In addition, previous research on family reading culture has mainly been theoretical and lacked empirical research. This paper focuses on three dimensions of family capital: economic capital, cultural capital, and social capital, and explores their influence on family reading culture respectively. It aims to explore the factors influencing family capital on family reading culture, provide theoretical support for the development of family reading culture, and provide an empirical perspective for developing and improving nationwide reading in the context of the new era.

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Analysis on the Influence of Family Background and Cultural Capital on the Non-cognitive Skills of Children

Cited by 5 publications

References 11 publications

Family background, parenting practices, and child outcomes: Chinese migrants’ offspring in Hong Kong

Family background, parenting practices, and child outcomes: Chinese migrants’ offspring in Hong Kong

The different development trajectory of noncognitive abilities of urban and rural children: evidence from China family panel studies

Exploring the impact of family capital on family reading culture of primary and secondary school students

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