The Influence of Social Background on Participation in Adult Education:Applying the Cultural Capital Framework

Autor/inn/en	Cincinnato, Sebastiano; De Wever, Bram; Van Keer, Hilde; Valcke, Martin
Titel	The Influence of Social Background on Participation in Adult Education:Applying the Cultural Capital Framework
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 66 (2016) 2, S.143-168 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713615626714
Schlagwörter	Adult Education; Socioeconomic Background; Cultural Capital; Participation; International Assessment; Models; Educational Attainment; Parent Background; Learning Readiness; Theories; Validity; Structural Equation Models; Foreign Countries; Austria; Belgium; Canada; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Ireland; Italy; Japan; Netherlands; Norway; Poland; Russia; Slovakia; South Korea; Spain; Sweden; United Kingdom (Great Britain); United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Sozioökonomische Lage; Teilnahme; Analogiemodell; Bildungsabschluss; Bildungsgut; Elternhaus; Lernbereitschaft; Theory; Theorie; Gültigkeit; Ausland; Österreich; Belgien; Kanada; Zypern; Tschechische Republik; Dänemark; Estland; Finnland; Frankreich; Deutschland; Irland; Italien; Niederlande; Norwegen; Polen; Russland; Slowakei; Korea; Republik; Spanien; Schweden; USA
Abstract	In this article, we address the issue of participation in adult education building on the cultural capital framework. This theoretical framework suggests that (educational) practices are affected by one's social background and, more precisely, by the cultural resources handed down in the family context. To examine the validity of this theoretical framework, we build on data from the Programme for the International Assessment of Adult Competencies from 23 countries (n = 120,789). The Programme data allow using the variables parents' educational level (a proxy for social background), educational attainment, and readiness to learn as precursors of participation in adult education (both a proxy for cultural capital). Our findings suggest that the cultural capital framework is not fully suited to explain participation in adult education: Although social background has an (indirect) influence on participation, its effect does not concur with theoretical predictions, that is, mediated by the readiness to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01