Reproduction in Education, Society and Culture

Bourdieu, Pierre; Passeron, Jean Claude

doi:10.2307/589547

Cited by 1,340 publications

(332 citation statements)

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“…In fact, norms and behaviors that parents pass along to their children can give students a persistent advantage throughout their time in the education system. However, the norms and behaviors commonly imparted by middle-and upper-class parents are often supported within the educational system, whereas those practiced by workingclass families are less likely to accrue the same advantages (Bourdieu & Passeron, 1977;Calarco, 2014;Lareau, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Engagement With Faculty and Staff to Facilitate Student Success: An Evaluation of a Parent Intervention

Deutschlander

2019

Educational Evaluation and Policy Analysis

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Many low-income and first-generation students who enroll in college experience less desirable outcomes during their first year. Researchers have increasingly investigated the important role of college knowledge and engagement with faculty and staff for student success. Through a randomized controlled trial intervention, this study leverages the relationship between parents and students to encourage student engagement with faculty and staff during the first year of college. Results of a survey administered to treatment and control students show positive effects of this low-cost, light-touch intervention on parent–student discussions, student attitudes, and intent to persist into the second year of college.

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Section: Literature Reviewmentioning

confidence: 99%

Enhancing Engagement With Faculty and Staff to Facilitate Student Success: An Evaluation of a Parent Intervention

Deutschlander

2019

Educational Evaluation and Policy Analysis

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“…Universal education is now widely viewed as one of the basic requirements for a modern society and it serves as a chief catalyst for socio-economic and personal development. Education at all levels (i.e., primary, secondary, tertiary) is now widely considered a human right because it yields so many positive benefits at a social, economic, and personal level (Hanushek and Woessmann, 2007), because it has become so vital to the development of social reproduction (Bourdieu and Passeron, 1977) and because continual learning is so necessary to human agency and development. Because of these factors, it would be an injustice to deny or constrain people from learning throughout the entirety of their lives (Kovbasyuk and Blessinger, 2013;Spring, 2000;Vandenberg, 1990).…”

Section: Open Education To Support Education As a Human Rightmentioning

confidence: 99%

15. Credentials for Open Learning: Scalability and Validity

Hoffman¹,

Olmsted²

2016

Open Education

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has research interests in educational technology and management. Altinay is a lecturer at Near East University, a member of an information technology platform for disabled people, a consultant to the Ministry of Education, and a member of the Turkey Informatics Association. Altinay is a board member of Distance Education Center and has published her work in leading books and journals in the field.

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“…The notion that cultural capital influences educational success originates in Bourdieu's theory of cultural reproduction (Bourdieu, 1977, 1984). Bourdieu proposed that children can convert their acquired cultural capital from parents into academic success (Bourdieu, 1977, 1984; Bourdieu & Passeron, 1990). Consequently, cultural capital may act as an important vehicle through which background inequalities are transmitted into differential academic achievements and educational outcomes (Silva, 2005).…”

Section: Introductionmentioning

confidence: 99%

Income inequality, cultural capital, and high school students' academic achievement in OECD countries: A moderated mediation analysis

Wang

2023

British Journal of Sociology

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This study examines how social context, in this case, income inequality, shapes the role of cultural capital in educational success. First, we revisit the associations between (objectified) cultural capital and academic achievement, and cultural capital's role in mediating the relationship between family SES and academic achievement. More importantly, we explore how national‐level income inequality moderates these two relationships. By analyzing a multilevel dataset of 32 OECD countries, a combination of PISA 2018 data and several national indexes, we find that: (1) cultural capital not only has a positive association with students' academic achievement but also acts as a significant mediator of the relationship between family SES and academic achievement in OECD countries; (2) both cultural capital's association with academic achievement and it's mediating role are stronger in more equal countries than in unequal ones. The findings shed new light on understanding how cultural capital shapes intergenerational education inequality across countries with different levels of inequality.

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Reproduction in Education, Society and Culture

Cited by 1,340 publications

References 0 publications

Enhancing Engagement With Faculty and Staff to Facilitate Student Success: An Evaluation of a Parent Intervention

Enhancing Engagement With Faculty and Staff to Facilitate Student Success: An Evaluation of a Parent Intervention

15. Credentials for Open Learning: Scalability and Validity

Income inequality, cultural capital, and high school students' academic achievement in OECD countries: A moderated mediation analysis

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