Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance

Claro, Magdalena; Cabello, Tania; Martı́n, Ernesto San; Nussbaum, Miguél

doi:10.1016/j.compedu.2014.10.018

Cited by 44 publications

(33 citation statements)

References 30 publications

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“…The positive correlations between the students' test scores, SES, and academic aspirations support previous results which identified students' economic, social, and cultural status as strong predictors of ICT literacy achievement (Aesaert et al, 2014;Claro et al, 2012;Claro, Cabello, San Martin, & Nussbaum, 2015;Kim et al, 2014). Because academic aspirations are also related to students' home backgrounds (Fraillon et al, 2014;Hatlevik & Gudmundsdottir, 2013), these findings together point toward the digital divide, which is described as inequality related to ICT literacy and use, and reflect the differences in students' knowledge, skills, and abilities related to their socio-economic background (van Dijk, 2006).…”

Section: Students' Ict Literacysupporting

confidence: 85%

Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy

Siddiq

Hatlevik

Olsen

et al. 2016

Educational Research Review

198

172

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My four-year PhD journey has come to an end and made me realize that this would not have been possible without the tremendous support and encouragement from so many people. First, my most sincere gratitude goes to my main supervisor professor, Rolf Vegar Olsen. With a great balance between giving me the freedom and responsibility to shape my projects, and the continued support and guidance to reach my (sometimes far-fetched) goals, this has been an interesting, fun, challenging, and personally and professionally enriching journey. You have always provided academic guidance, and your support, encouragement, and constructive feedback on my work have been extremely valuable to me. I would also like to give my deepest thanks to my co-supervisor, professor Ove Edvard Hatlevik, whom I got halfway through. Your support, valuable comments, and engaging discussions have been immensely important to me. I am also grateful to my second co-supervisor, professor Ola Erstad, who introduced me to the core of the field and has offered his support and useful comments at various stages of my work. My heartfelt thanks go to professor Mark Wilson at the Berkeley Evaluation and Assessment Research Center at the University of California, Berkeley. Thank you so much for supporting my work and generously providing resources and collaborators for all my visits to Berkeley. I feel extremely lucky to have had the chance to work on such a novel assessment and to have been guided by you. I also want to thank David Torres Irribarra for applying for the Peder Saether Center grant with me. Daniel Stansfield, thank you so much for the initial introduction to the technicalities of the assessment software. I am infinitely grateful to my co-author and friend Ronny Scherer. You are indeed a great researcher, but for me also a role model in many ways. Thank you for increasing the quality of my work, for making me sweat and work hard, and for the many great laughs which made all the efforts worth it. Also a huge thanks goes to my co-authors Jo Tondeur, Inger Throndsen, and Perman Gochyeev for the collaboration, motivation, help, and discussions. Your support and generosity have meant a lot to me, and I feel fortunate to have had all of you as co-authors. I need to go a little back in time and thank

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Section: Students' Ict Literacysupporting

confidence: 85%

Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy

Siddiq

Hatlevik

Olsen

et al. 2016

Educational Research Review

198

172

View full text Add to dashboard Cite

show abstract

“…Indeed, according to Bourdieu (), parental interest in securing positive outcomes for their children manifests early on as a form of ‘investment in the domestic space’ (p. 166). There is empirical evidence that children who have access to more quality home educational resources have higher levels of academic achievement (Iruka et al ., ; Claro et al ., ). For example, Claro et al .…”

Section: Cultural Capital Effects On Mathematics Achievementmentioning

confidence: 97%

“…For example, Claro et al . 's () study of eighth graders in Chile found that home availability of study desks, study areas, computers, educational software and Internet connection was positively associated with their mathematics and reading achievement. The present study will examine the relationship between home educational resources and student mathematics achievement.…”

Section: Cultural Capital Effects On Mathematics Achievementmentioning

confidence: 99%

“…Indeed, according to Bourdieu (2000), parental interest in securing positive outcomes for their children manifests early on as a form of 'investment in the domestic space' (p. 166). There is empirical evidence that children who have access to more quality home educational resources have higher levels of academic achievement (Iruka et al, 2014;Claro et al, 2015). For example, Claro et al's (2015) study of eighth graders in Chile found that home availability of study desks, study areas, computers, educational software and Internet connection was positively associated with their mathematics and reading achievement.…”

Section: Home Educational Resourcesmentioning

confidence: 99%

“…There is empirical evidence that children who have access to more quality home educational resources have higher levels of academic achievement (Iruka et al, 2014;Claro et al, 2015). For example, Claro et al's (2015) study of eighth graders in Chile found that home availability of study desks, study areas, computers, educational software and Internet connection was positively associated with their mathematics and reading achievement. The present study will examine the relationship between home educational resources and student mathematics achievement.…”

Section: Home Educational Resourcesmentioning

confidence: 99%

See 2 more Smart Citations

Do parental attitudes toward and expectations for their children's education and future jobs matter for their children's school achievement?

Tan

2017

British Educational Res J

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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 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 3602 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 privileges student mathematics achievement in schools.

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U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

2016

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The purpose of this study was to investigate the differences between the amounts of time that U.S. and Chilean students spend on conventional academic reading, extracurricular reading, and Facebook and also to report the types of materials they prefer to read. The study surveyed students in the United States (n = 1,265) and Chile (n = 2,076) across all discipline areas. Descriptive analysis indicated that U.S. students spent 4.94 hours on academic reading, 4.17 hours on extracurricular reading, and 16.40 hours on Facebook weekly. For Chilean students, the figures were 13.17 hours, 3.07 hours, and 14.00 hours, respectively. The results indicated that for both U.S. and Chilean participants, online reading materials were the most popular type of material, followed by magazines/newspapers, graphic novels/comic books, best‐selling novels, and nonmajor academic books (books on topics outside the student's major subject in conventional print format). Due to the impact of the Internet on reading resources, students' reading patterns today are different from how they were in the past. College students' reading practices have moved to different venues with the advent of Internet technology, and the modality has migrated to online reading. Specifically, social media sites (e.g., Facebook) provide social accessibility to academic contexts that constitute students' learning experiences and shape their identities.

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Comparing marginal effects of Chilean students' economic, social and cultural status on digital versus reading and mathematics performance

Cited by 44 publications

References 30 publications

Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy

Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy

Do parental attitudes toward and expectations for their children's education and future jobs matter for their children's school achievement?

U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective

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