Cultural Reproduction Theory and Schooling: The Relationship between Student Capital and Opportunity to Learn

Autor/inn/en	Wilson, Alison; Urick, Angela
Titel	Cultural Reproduction Theory and Schooling: The Relationship between Student Capital and Opportunity to Learn
Quelle	In: American Journal of Education, 127 (2021) 2, S.193-232 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/712086
Schlagwörter	Student Characteristics; Background; Academic Achievement; Cultural Influences; Social Capital; Cultural Capital; Secondary School Students; School Role; Educational Opportunities; Social Bias; Social Stratification; Equal Education; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Hintergrundinformation; Schulleistung; Cultural influence; Kultureinfluss; Sozialkapital; Sekundarschüler; Bildungsangebot; Bildungschance; Soziale Zusammensetzung
Abstract	The purpose of this study is to extend the literature on cultural reproduction theory and schools by problematizing the relationship between student background and student achievement. Using Program for International Student Assessment 2012 data, we analyze a series of random effects analyses of covariance to test the relationship between student social and cultural capital variables and student opportunity to learn (OTL) in math class for US 15-year-olds. By examining the relationship between student capital and OTL, we call attention to the role of schools in providing differential learning experiences to students, which helps to explain disparate achievement outcomes. Findings support the cultural reproduction perspective by demonstrating that students who have more access to normative education-based resources outside of school and academically aligned social networks tend to report more opportunities for problem solving and student-oriented instruction during math lessons. These results can help practitioners and policymakers identify and address patterns of stratification and inequity in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01