Family Cultural Capital Influence on Educational Expectations and Class Differences

Research Article
Open access

Family Cultural Capital Influence on Educational Expectations and Class Differences

Muyi Yang 1*
  • 1 University of Melbourne    
  • *corresponding author 136796562@qq.com
Published on 14 September 2023 | https://doi.org/10.54254/2753-7048/10/20230052
LNEP Vol.10
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-001-1
ISBN (Online): 978-1-83558-002-8

Abstract

This paper explores the impact of cultural capital on family educational expectations based on data from the CFPS(China Family Panel Studies). After controlling for control variables such as gender and household registration, it was found that: objectified cultural capital, institutionalized cultural capital and embodied cultural capital all have a significant positive effect on family educational expectations. In addition, there is no significant class difference in the effect of cultural capital on family educational aspirations, but objective and specific cultural capital have a more significant effect on the educational aspirations of the upper class than those of the lower class, and objective and specific cultural capital are more influential within the upper class. In the context of education for upward class mobility, identifying the cultural capital shortcomings of the disadvantaged class that are inferior to those of the upper class and enhancing the educational expectations of families are key to promoting class mobility. Therefore, families, schools and society need to provide support in many ways to compensate for the cultural capital disadvantage of families.

Keywords:

cultural capital, family educational expectations, class differences

Yang,M. (2023). Family Cultural Capital Influence on Educational Expectations and Class Differences. Lecture Notes in Education Psychology and Public Media,10,50-58.
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References

[1]. Yang Tao. Study on the influence of family cultural capital on college students' learning commitment[D]. Shanxi University of Finance and Economics, 2021.

[2]. Yang Jindong. Structural tensions and equity concerns: A study on the class response and sustainability of the "double reduction" policy[J]. Journal of Yunnan University for Nationalities (Philosophy and Social Science Edition), 2022, 39(06): 121-126.

[3]. Tomaszewski W, Huang Y, Xiang N, et al. Investigating the drivers of higher education expectations among students from low and high socio-economic backgrounds in Australia[J]. International Journal of Educational Research, 2021, 109: 101822.

[4]. Zhu Xiaowen, Han Hong, Cheng Yuxuan. Class differences in adolescents' educational expectations - a study of micro mechanisms based on family capital investment[J]. Journal of Xi'an Jiaotong University (Social Science Edition), 2019, 39(04): 102-113.

[5]. Jarness V, Strømme T B. Advantages of upper-class backgrounds: Forms of capital, school cultures and educational performance[J]. The Sociological Review, 2022, 70(6): 1199-1219.

[6]. Jæger M M. Equal access but unequal outcomes: Cultural capital and educational choice in a meritocratic society[J]. Social Forces, 2009, 87(4): 1943-1971.

[7]. Yu Xiulan, Han Yan. How to produce "noble sons" from humble families: A class breakthrough based on the perspective of cultural capital[J]. Higher Education Research, 2018, 39(02): 8-16.

[8]. Lareau A, Weininger E B. Cultural capital in educational research: A critical assessment[J]. Theory and society, 2003, 32(5): 567-606.

[9]. Xue Xiaoyuan, Cao Rongxiang. Cultural capital, cultural goods and cultural institutions - the theory of cultural capital after Bourdieu[J]. Marxism and Reality, 2004(01): 43-49.

[10]. Cai Qingfeng, Cheng Zhangji, Chen Wuyuan. Social capital, family education expectations and class mobility: An empirical study and reflection based on the "Chinese Family Tracking Survey"[J]. Educational Development Research, 2021, 41(20): 9-21.

[11]. Zhang Nan. Analysis of the relative importance of factors influencing the gap between parent-child educational expectations: An empirical study based on CEPS survey data[J]. Basic Education, 2021, 18(02): 28-41.

[12]. Liu, T.Y., Wang, C.Z.. Does family cultural capital really help children develop good habits? --The mediating role of parental involvement in education and educational expectations[J]. Educational Science Research, 2019(11): 51-57.

[13]. Cao Chixuan. Research on the influence of family capital on students' educational expectations[D]. Nanjing Normal University, 2019.

[14]. Li Xiaohong, Wang Suan, Chen Chen, et al. The influence of family cultural capital on students' reading literacy: an empirical study based on a multilayer logistic model[J]. Journal of East China Normal University (Education Science Edition), 2022, 40(08): 57-66.

[15]. Zhang Yafei. A study of parents' educational participation behavior in primary and secondary schools in Beijing and Shanghai[D]. East China Normal University, 2022.

[16]. Yu Xiulan. Parents' social background, educational values and their educational expectations[J]. Nanjing Normal University Journal (Social Science Edition), 2020(04): 62-74.

[17]. Jiang Danyang, Lu Wen. Why educational anxiety arises: educational values, social mobility and family participation[J]. Educational Inquiry, 2021(05): 7-12.

Cite this article

Yang,M. (2023). Family Cultural Capital Influence on Educational Expectations and Class Differences. Lecture Notes in Education Psychology and Public Media,10,50-58.

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About volume

Volume title: Proceedings of the International Conference on Social Psychology and Humanity Studies

ISBN：978-1-83558-001-1(Print) / 978-1-83558-002-8(Online)
Editor：Faisalabad Matilde Lafuente-Lechuga, Muhammad Idrees
Conference website: https://www.icsphs.org/
Conference date: 24 April 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.10
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Yang Tao. Study on the influence of family cultural capital on college students' learning commitment[D]. Shanxi University of Finance and Economics, 2021.

[2]. Yang Jindong. Structural tensions and equity concerns: A study on the class response and sustainability of the "double reduction" policy[J]. Journal of Yunnan University for Nationalities (Philosophy and Social Science Edition), 2022, 39(06): 121-126.

[3]. Tomaszewski W, Huang Y, Xiang N, et al. Investigating the drivers of higher education expectations among students from low and high socio-economic backgrounds in Australia[J]. International Journal of Educational Research, 2021, 109: 101822.

[4]. Zhu Xiaowen, Han Hong, Cheng Yuxuan. Class differences in adolescents' educational expectations - a study of micro mechanisms based on family capital investment[J]. Journal of Xi'an Jiaotong University (Social Science Edition), 2019, 39(04): 102-113.

[5]. Jarness V, Strømme T B. Advantages of upper-class backgrounds: Forms of capital, school cultures and educational performance[J]. The Sociological Review, 2022, 70(6): 1199-1219.

[6]. Jæger M M. Equal access but unequal outcomes: Cultural capital and educational choice in a meritocratic society[J]. Social Forces, 2009, 87(4): 1943-1971.

[7]. Yu Xiulan, Han Yan. How to produce "noble sons" from humble families: A class breakthrough based on the perspective of cultural capital[J]. Higher Education Research, 2018, 39(02): 8-16.

[8]. Lareau A, Weininger E B. Cultural capital in educational research: A critical assessment[J]. Theory and society, 2003, 32(5): 567-606.

[9]. Xue Xiaoyuan, Cao Rongxiang. Cultural capital, cultural goods and cultural institutions - the theory of cultural capital after Bourdieu[J]. Marxism and Reality, 2004(01): 43-49.

[10]. Cai Qingfeng, Cheng Zhangji, Chen Wuyuan. Social capital, family education expectations and class mobility: An empirical study and reflection based on the "Chinese Family Tracking Survey"[J]. Educational Development Research, 2021, 41(20): 9-21.

[11]. Zhang Nan. Analysis of the relative importance of factors influencing the gap between parent-child educational expectations: An empirical study based on CEPS survey data[J]. Basic Education, 2021, 18(02): 28-41.

[12]. Liu, T.Y., Wang, C.Z.. Does family cultural capital really help children develop good habits? --The mediating role of parental involvement in education and educational expectations[J]. Educational Science Research, 2019(11): 51-57.

[13]. Cao Chixuan. Research on the influence of family capital on students' educational expectations[D]. Nanjing Normal University, 2019.

[14]. Li Xiaohong, Wang Suan, Chen Chen, et al. The influence of family cultural capital on students' reading literacy: an empirical study based on a multilayer logistic model[J]. Journal of East China Normal University (Education Science Edition), 2022, 40(08): 57-66.

[15]. Zhang Yafei. A study of parents' educational participation behavior in primary and secondary schools in Beijing and Shanghai[D]. East China Normal University, 2022.

[16]. Yu Xiulan. Parents' social background, educational values and their educational expectations[J]. Nanjing Normal University Journal (Social Science Edition), 2020(04): 62-74.

[17]. Jiang Danyang, Lu Wen. Why educational anxiety arises: educational values, social mobility and family participation[J]. Educational Inquiry, 2021(05): 7-12.

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