The value of economic and cultural capital to college readiness among Filipino senior high school graduates

Pagulayan, Editha S.; Asuncion, Jay Emmanuel L.; Tamayao, Antonio I.; Vecaldo, Rudolf T.; Mamba, Maria T.; Paat, Febe Marl G.

doi:10.11591/ijere.v10i1.20963

Cited by 3 publications

(7 citation statements)

References 32 publications

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“…However, they have to spend money on notebooks, school uniforms, tutoring, and transportation are not covered by the government [34]. Other things that show financial capital are weekly allowances and parents' monthly income [35].…”

Section: Educational Capital 221 Economic Capitalmentioning

confidence: 99%

“…Cultural capital is an invisible resource reflected in knowledge, qualifications, tastes, and choices seen with the level of parental education and involvement in the community [35]. This capital can be seen in education and professions, qualifications, work, creativity, cultural awareness, ways of expression, behavior, clothes, and cultural goods owned [59].…”

Section: Cultural Capitalmentioning

confidence: 99%

“…For example, reading habits or participation in art activities have a positive effect on academic achievement [63]. Other cultural capital indicator are the education level of the parents and student involvement in the community [35].…”

Section: Cultural Capitalmentioning

confidence: 99%

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First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital

Juhaidi,

Fitria,

Hidayati

et al. 2024

IJERE

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Indigenous tribe students have difficulty in their education. Only a few of them managed to complete the tertiary level. This study aims to explore and understand deeply the efforts made by these first scholars in obtaining educational economic, social and cultural capital. This research is qualitative research with a phenomenological approach to understand deeply the economic, social and cultural capital of scholars from the Dayak Meratus Tribe. The data were collected through interviews with 17 participants such as first- generation scholars in the family, their parents, and teachers. The results showed that economic capital was built by parents through great effort on gardening, farming, and trading. Meanwhile, the social and cultural capital built by parents was very limited. Social capital and cultural capital are provided by the extended family, communities and non-profit institutions. Role of school is very limited to build social and cultural capital. The study recommends school administrators implement professional development programs for teachers and counsellors to improve their competence in building student social and cultural capital. Government should decide a policy to support indigenous tribe education not just financial support, but social and cultural capital support, and job opportunity for them in their community.

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Section: Educational Capital 221 Economic Capitalmentioning

confidence: 99%

Section: Cultural Capitalmentioning

confidence: 99%

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First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital

Juhaidi,

Fitria,

Hidayati

et al. 2024

IJERE

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“…The second capital is cultural capital. Cultural capital is an invisible resource that is reflected in knowledge, qualifications, tastes, and choices that can be seen with the level of parental education and involvement in the community (Pagulayan et al, 2021). Cultural capital can be seen from education and professions, qualifications, work, creativity, cultural awareness, ways of expression, behavior, clothing, ways to spend free time, and cultural goods owned (Gajek & Marchlik, 2021).…”

Section: Online Course Satisfactionmentioning

confidence: 99%

Online Learning Course Amid Outbreaks: A Comparison of Satisfaction Between Islamic High School and High School Students

Juhaidi

Hidayati

Hamdani

et al. 2023

Cetta

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Amid outbreaks, with limited preparation and infrastructure, learning is carried out by all of school in Indonesia. This research is aimed to investigate the satisfaction of Islamic high school (IHS) and high school (HS) students with online learning that they have participated in during the pandemic. This research is quantitative research. Data was collected by online questionnaire which was distributed to 520 HIS students and 796 HS students in South Kalimantan. Data were analyzed by t-test to determine the significance of differences in satisfaction levels. The results found that online learning during the pandemic was carried out with various platforms, and there were no changes in the learning system: curriculum and syllabus. Online learning in South Kalimantan at the IHS/HS level is faced with problems with an internet connection, internet quota, student independence, learning design, and technical ability. The satisfaction of IHS and HS students in South Kalimantan with regard to learning is in the quite satisfactory category (average score of 2.9). The difference between the two types of education is significant 0.009, with a significance level of <0.05. Thus, H0 is rejected, and Ha is accepted.

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“…Cultural capital is an invisible resource reflected in knowledge, qualifications, tastes, and choices seen in parents' education level and societal involvement (Pagulayan et al, 2021). Cultural capital can be seen in parental education, academic encouragement, parental expectations, home support, and parental supervision (Tan et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Cultural Barriers of Islamic Higher Education Students in Indonesia (Differences Between Gender, Ethnicity, Economy Background, and Parental Education)

Juhaidi

2023

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Cultural barriers affect students' academic performance. Cultural barriers reflect the cultural capital of education in the family. This study aims to verify the influence of gender, ethnicity, family economic background, and parents' education level on students' cultural barriers. The approach used is a quantitative approach with t-test analysis, Kruskal Wallis H test, and descriptive statistics. The research uses questionnaires and is distributed online with Google Forms. It uses convenience and snowballing sampling techniques. The study participants amounted to 391 students of Antasari State Islamic University Banjarmasin. This study found that gender, ethnicity, and education level of parents had a significant effect on the level of cultural barriers of students. Economic level or family income did not affect the level of cultural barriers of students. The study recommends future studies to verify the influence of gender, ethnicity, family economic background, and parental education level on student academic achievement by mediating student cultural barriers. In addition, this study suggests that the study be conducted in one country and a larger sample so that generalizations will be broader. Higher education administrators are recommended to provide academic and non-academic support services for ethnic minority students, underprivileged students, and other disadvantaged groups.

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The value of economic and cultural capital to college readiness among Filipino senior high school graduates

Cited by 3 publications

References 32 publications

First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital

First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital

Online Learning Course Amid Outbreaks: A Comparison of Satisfaction Between Islamic High School and High School Students

Cultural Barriers of Islamic Higher Education Students in Indonesia (Differences Between Gender, Ethnicity, Economy Background, and Parental Education)

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