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Autor/inTan, Cheng Yong
TitelExamining Cultural Capital and Student Achievement: Results of a Meta-Analytic Review
QuelleIn: Alberta Journal of Educational Research, 63 (2017) 2, S.139-159 (21 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1923-1857
SchlagwörterCultural Capital; Academic Achievement; Meta Analysis; Correlation; Educational Research; Journal Articles; Effect Size; Role; Parent Child Relationship; Age Differences; Reading Achievement; Parent Background; Educational Attainment; Elementary School Students; Secondary School Students; Parent Aspiration
AbstractThis meta-analysis summarized the relationships between cultural capital and student achievement (155 effect sizes involving 685,393 K-12 students) published in education journals between 1981 and 2015. Results showed a small-to-medium overall mean effect size, and larger individual effect sizes for parental education and parental expectations compared to parent-child cultural participation and discussions. Effect sizes were also larger for older students, reading achievement, and studies published earlier. The results affirm the role of cultural capital in explaining student achievement, and indicate that cultural capital is not a unidimensional construct with unequivocal effects on achievement. (As Provided).
AnmerkungenUniversity of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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