What PISA and ASPIRES studies tell us about the nuanced influence of cultural capital on student learning: Construct complexity, student outcomes and contexts

Abstract

This article juxtaposes the evolving scholarship investigating the influence of cultural capital on student learning and the developing trajectory of sociologists employing quantitative research methods. It critically reviews results from 34 studies analysing PISA or ASPIRES data to generate three key insights demonstrating complexities in relationships between cultural capital and student outcomes. First, cultural capital is a complex construct with many variables (different forms of cultural capital, highbrow/non-highbrow cultural capital) varying in their association with student literacy and parents' cultural capital affecting student literacy both directly and indirectly. Second, the influence of cultural capital may vary with types of student outcomes measured. Specifically, there are cultural variables associated with student literacy in different subjects, some cultural capital variables are more important for student literacy for a subject, and cultural capital influences student aspirations in addition to their literacy. Third, the influence of cultural capital on student literacy may vary with educational and social contexts. Cultural capital is more important in decentralised education systems, in low-achieving schools within differentiated education systems, in higher-quality schools and in more unequal, developed societies. In contrast, it matters less in high-achieving and standardised education systems, and in societies valuing education. Given the complexity in cultural capital, future research can ascertain how each cultural capital variable contributes to student learning and compare their effectiveness. It is also important to identify which cultural capital variables matter for specific student outcomes. Lastly, these insights highlight the need to recognise contextual differences in studies of social inequality.

Cultural Capital and Its Impact on Academic Achievement: Sustainable Development of Chinese High School Students

“…This study found that family cultural capital had a significant effect on high school students' academic achievement, thus validating the relevant findings of previous studies [18,36,42]. We discovered a high intergenerational transfer of cultural capital.…”

“…Tan [36] implied that embodied cultural capital played a more important role than other cultural capitals. Embodied cultural capital mainly includes highbrow cultural capital.…”

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

“…Therefore, cultural capital has a more significant impact on the success of student education [64]. According to Tan, the influence is very large in an education system that does not receive government support and there are gaps in developing countries [93]. Meanwhile, the social and cultural capital provided by NGO, extended families and communities for education helps achieve a bachelor's degree, and it has not affected the student's academic performance in college.…”

Family and community inputs as predictors of students overall, cognitive, affective and psychomotor learning outcomes in secondary schools

“…Cultural capital, which can be passed from one generation to another, presents itself in three dimensions -"as embodied (dispositions and practices), institutionalised (educational qualifications), and objectified (cultural goods)" (Willekens & Lievens, 2014, p.98). Consequently, different scholars have, over the years, assessed the links between cultural capital and students' learning and academic achievement (Aswathi, 2019;Breinholt & Jaeger, 2020;Maunah, 2020;Tan, 2020).…”