Visits to cultural learning places in the early childhood

Mudiappa, Michael; Kluczniok, Katharina

doi:10.1080/1350293x.2015.1016805

Cited by 14 publications

(7 citation statements)

References 22 publications

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“…To measure the cultural activities of the families we developed a scale representing family’s participation in different activities including three items (visiting a museum or an art exhibition; visiting an opera, a ballet or a classical concert; visiting the theatre). These items have been used successfully in other studies before (Becker, 2011; Mudiappa and Kluczniok, 2015). The parents were asked how often they participated in these activities in the past 12 months (1 = never, 5 = more than 5 times).…”

Section: Methodsmentioning

confidence: 99%

“…To offset the decline of status, investments in the cultural capital of children increased. Parents invest early in their children’s skills in order to improve their later educational success (Becker, 2010; Mudiappa and Kluczniok, 2015). Thus, cultural activities can be seen as a special indicator of the home learning environment because they are different from the everyday activities of the family (e.g.…”

Section: Current State Of Researchmentioning

confidence: 99%

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Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study

Kluczniok

Mudiappa

2018

European Educational Research Journal

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This paper focuses on the influence of socio-economic risk factors and different aspects of the home learning environment in early childhood on children’s language competencies (vocabulary and grammar skills). The assumption is that children with more risk factors have lower competencies, but the home learning environment (measured by everyday activities at home and cultural activities) acts as a protective factor against risk. The data ( n = 2406 children) are a sample of the German National Educational Panel Study (NEPS), which collects longitudinal data on a sample of four-year-old children starting in preschool. The regression models show higher levels of vocabulary and grammar skills for children with fewer socio-economic risk factors. This influence persists even after adding both indicators of the home learning environment. However, there is an additional small effect of the home learning environment on children’s language competencies. Practical and policy implications of the study are discussed, especially against the background of the reduction of social disparities in Germany.

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Section: Methodsmentioning

confidence: 99%

Section: Current State Of Researchmentioning

confidence: 99%

Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study

Kluczniok

Mudiappa

2018

European Educational Research Journal

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“…Home cultural resources comprise access to classical literature works, poetry books and art works at home (Hvistendahl & Roe, ; Chiu & McBride‐Chang, ). Cultural participation includes student participation in extracurricular activities and parents' and children's visits to venues such as museums, libraries, bookstores, zoos, farms, historical sites, art galleries, theatres, opera and ballet performances and musical concerts (Mudiappa & Kluczniok, ). However, other scholars question the relevance of elite status culture in different societies, particularly meritocracies in modern societies, and assert that parent familiarity with evaluation standards in the education system and knowledge about what is valued in job markets may be more salient in these societies (De Graaf et al ., ; Sullivan, ; Lareau & Weininger, ; Jaeger, ; Prieur & Savage, ).…”

Section: Cultural Capital As Familiarity With School Evaluation Standmentioning

confidence: 99%

“…Many researchers reported a positive relationship between elite status culture, a manifestation of cultural capital (as exemplified by student highbrow cultural appreciation, tastes and participation) and student performance (DiMaggio, ; Hvistendahl & Roe, ; Mudiappa & Kluczniok, ). However, some studies found that the influence of elite status culture was weaker than that of parental knowledge of the demands of modern, complex education systems and job markets, another manifestation of cultural capital in some educational contexts (De Graaf et al ., ; Sullivan, ; Lareau & Weininger, ; Jaeger, ; Prieur & Savage, ).…”

Section: Introductionmentioning

confidence: 99%

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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“…The few empirical studies on financial resources and investment in Germany have mixed results: Income was found to be associated with more activities and materials promoting literacy, but not for activities and materials promoting numeracy (Kluczniok et al 2013). Other studies found that higher income is associated with more participation in informal activities like early music education, but not with the frequency of visiting places of cultural learning like concerts or theatres (Mudiappa and Kluczniok 2015).…”

Section: Family Investment Modelmentioning

confidence: 92%

The Multiple Mediators of Early Differences in Academic Abilities by Parental Financial Resources in Germany

Dräger¹,

Pforr²

2020

Preprint

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Children growing up in households with few financial resources lag behind in cognitive development already before they enter school. In this paper, we make three contributions to enhance the understanding of the underlying mechanisms of these disparities: First, we investigate which processes drive social disparities in competences by parents’ financial resources among pre-schoolers in Germany. We consider the family investment model, the family stress model, neighborhood effects, childcare arrangements, and educational norms. Second, we evaluate whether there are differences by parental net worth, too, and whether these are mediated by the same factors as parental income. Third, we extend the existing literature by explicitly modeling the interrelations between the different mediators. We find substantial differences in children’s math, science, and PPVT test scores by both, parental income and net worth. These differences mostly occur at the lower end of the respective distributions. The indirect effects through all mediators together account for around one-third of the differences by parental income, but at most one-sixth of differences by parental net worth. Parents’ investment is by far the most important mediator, followed by neighborhood effects. Family stress, pro-educational norms, and childcare arrangements play only a minor role. Furthermore, we find important interrelations between the mediators, especially for parents’ educational norms. Yet, these interrelations hardly affect the contribution of the different mediators.

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Visits to cultural learning places in the early childhood

Cited by 14 publications

References 22 publications

Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study

Relations between socio-economic risk factors, home learning environment and children’s language competencies: Findings from a German study

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

The Multiple Mediators of Early Differences in Academic Abilities by Parental Financial Resources in Germany

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