Children's University Aspirations and the Effects of Cultural and Social Capital

Cochrane, Matthew

doi:10.1002/9781119950844.ch6

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…In part, this is because parents of higher social classes are often more comfortable engaging with schoolteachers, applying pressure to ensure favorable outcomes for their children (Cochrane 2007(Cochrane , 2011Giddens 1991;Reay 1995). For example, Pugsley (1998) contrasts middle-and upper-class parents who are willing to demand that teachers provide advice on A-level subject choices with working-class parents who are reluctant to initiate any contact, as exemplified by one interviewee who notes, ''you don't like to interfere really.…”

Section: )mentioning

confidence: 99%

Does Teacher Encouragement Influence Students’ Educational Progress? A Propensity-Score Matching Analysis

Alcott

2017

Res High Educ

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Theory suggests that teacher encouragement can aid students' educational progress, but there are not yet quantitative inferential studies that assess its longer-term impact. With data from the Longitudinal Study of Young People in England (LSYPE), I use propensity-score matching to investigate whether encouragement influences the likelihood of students enrolling in (1) advanced high school (A-level) courses and (2) a university degree course. Model estimates suggest that encouragement does have a significant positive impact on both outcomes. In addition, I investigate whether encouragement effects vary according to parental education and the given student's prior academic achievement; it appears that the impact is greatest for those students in the middle third of academic achievement as well as those with lower levels of parental education. These findings have important policy implications, especially as it seems that teacher encouragement has the greatest influence on those students most likely to be on the margin for university attendance.

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Section: )mentioning

confidence: 99%

Does Teacher Encouragement Influence Students’ Educational Progress? A Propensity-Score Matching Analysis

Alcott

2017

Res High Educ

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“…While the inferential analysis presented here serves to verify the presence of a grade label impact, it is incapable of unearthing who is responding to the grade label or why. When considering the divergent impact of labels on students of different social classes, prior research on social class in England could justify attributing this to the behavior of students (Ball et al 2002;Reay and William 1999), parents (for example, Cochrane 2007Cochrane , 2011Giddens 1991;Pugsley 1998), or teachers (for example, Steedman 1988Thomas et al 2012). The far stronger evidence of impact from the assessment of English than of math could be attributed to the foundational differences in how assessment influences teaching in each subject (Hodgen and Marshall 2005), although I would be inclined to focus on ability streaming practices in England.…”

Section: Implications For Researchmentioning

confidence: 99%

“…Researchers of education in England have used Bourdieu s theories to argue not only that better aggregate performance on exams serves to separate social classes but also that differences in parental behavior according to social class further exacerbate disparities. This is because parents from lower social classes have less confidence in contesting practices within a school, such as placing their child in a lower ability stream or demanding more extensive feedback on classwork (Cochrane 2007(Cochrane , 2011Giddens 1991;Pugsley 1998).…”

Section: The Role Of Summative Testingmentioning

confidence: 99%

Might progress assessments hinder equitable progress? Evidence from England

Alcott

2017

Educ Asse Eval Acc

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Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different grades on one such assessment, despite performing almost identically, to see whether grade labels influence their progress to post-compulsory education. Further, I investigate whether any impact differs according to socio-economic status. Results indicate that grade labels received in eighth grade influence students' performance in school-leaving exams and enrollment in post-compulsory schooling. For lower socio-economic students, this impact is higher than for other students and extends to university enrollment.

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Children's University Aspirations and the Effects of Cultural and Social Capital

Cited by 2 publications

References 6 publications

Does Teacher Encouragement Influence Students’ Educational Progress? A Propensity-Score Matching Analysis

Does Teacher Encouragement Influence Students’ Educational Progress? A Propensity-Score Matching Analysis

Might progress assessments hinder equitable progress? Evidence from England

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