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Cultural capital as a predictor of school success: evidence and gender differences in Chinese middle schools

Education

Cultural capital as a predictor of school success: evidence and gender differences in Chinese middle schools

H. Jin, S. Jiao, et al.

This fascinating study by Hui Jin, Shi Jiao, Xu Ma, and Yunan Xia delves into how family cultural capital influences the academic performance of Chinese middle school students, highlighting gender-specific impacts. Discover the dynamic interplay between parental education and student success, and learn how tailored educational strategies could benefit vulnerable groups.

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Playback language: English
Abstract
This paper investigates the impact of family cultural capital on the academic performance of Chinese middle school students, considering gender differences. A multiple linear regression model was used on data from 1036 students in four representative Beijing middle schools. Institutionalised and objectified cultural capital (parental education, household book collections) showed a positive effect on school outcomes. Embodied cultural capital (cultural activities) had mixed effects. Significant gender differences were observed; mothers' education strongly influenced girls' achievement, while fathers' education influenced boys' English and overall achievement. The study highlights the complex relationship between cultural capital and academic success and suggests improving collaborative education among schools, families, and society, focusing on vulnerable groups and providing tailored education.
Publisher
Humanities and Social Sciences Communications
Published On
Jun 29, 2024
Authors
Hui Jin, Shi Jiao, Xu Ma, Yunan Xia
Tags
cultural capital
academic performance
gender differences
middle school students
parental education
China
educational strategies
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