Page 65 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 65
developing healthy social and cultural capital and its effects on education
effects between social and cultural capital and points to ways that can help
minimise the negative effects of disadvantaged social and cultural back-
grounds on ESL. The emerging presumption is that social and cultural cap-
ital interact importantly and, furthermore, that there are areas of social
capital that can be strengthened on all levels of social settings (including at
the peers, family, school and community level) in order to reduce the neg-
ative effects of deprivileged cultural backgrounds on educational outcomes
and ESL. We intend to investigate this presumption by reviewing the scien-
tific research literature that addresses this topic.
CULTURAL CAPITAL EDUCATIONAL FAMILY SUPPORT
OUTCOMES PROGRAMMES AND
SES POLICIES
Parents' level of education ESL
Structure of the family STRENGHTEN PEER
Time spent with children RELATIONSHIPS
Family culture and educational values
Immigrant status DEVELOP CARING
SCHOOL COMMUNITY
SOCIAL CAPITAL
SCHOOL-COMMUNITY
Family relationships COLLABORATION
Peer relationships
Relationships within school SUPPORT OF WIDER
Relationships in wider community COMMUNITY ACTORS
School climate
Figure 2. Effects between cultural and social capital, ESL, and areas to be strengthened
In the continuation of the article, we first introduce the theoretical
conceptions of social and cultural capital that are most widely used as a
basis for research in the majority of studies. Following is a review of stud-
ies that addressed the linear effects of social and cultural capital on ESL
and educational outcomes and interactional effects between social and
cultural capital. Based on a review of the research findings, we synthesise
conclusions which identify areas of social and cultural capital that can be
strengthened (via family support programmes and policies, strengthening
peer relationships, developing a caring school community, school-commu-
nity collaboration and support of wider community actors) in order to suc-
cessfully fight ESL.
Arrows in the figure do not imply the only possible relations among the
variables. They merely demonstrate the relations examined in this article.
65
effects between social and cultural capital and points to ways that can help
minimise the negative effects of disadvantaged social and cultural back-
grounds on ESL. The emerging presumption is that social and cultural cap-
ital interact importantly and, furthermore, that there are areas of social
capital that can be strengthened on all levels of social settings (including at
the peers, family, school and community level) in order to reduce the neg-
ative effects of deprivileged cultural backgrounds on educational outcomes
and ESL. We intend to investigate this presumption by reviewing the scien-
tific research literature that addresses this topic.
CULTURAL CAPITAL EDUCATIONAL FAMILY SUPPORT
OUTCOMES PROGRAMMES AND
SES POLICIES
Parents' level of education ESL
Structure of the family STRENGHTEN PEER
Time spent with children RELATIONSHIPS
Family culture and educational values
Immigrant status DEVELOP CARING
SCHOOL COMMUNITY
SOCIAL CAPITAL
SCHOOL-COMMUNITY
Family relationships COLLABORATION
Peer relationships
Relationships within school SUPPORT OF WIDER
Relationships in wider community COMMUNITY ACTORS
School climate
Figure 2. Effects between cultural and social capital, ESL, and areas to be strengthened
In the continuation of the article, we first introduce the theoretical
conceptions of social and cultural capital that are most widely used as a
basis for research in the majority of studies. Following is a review of stud-
ies that addressed the linear effects of social and cultural capital on ESL
and educational outcomes and interactional effects between social and
cultural capital. Based on a review of the research findings, we synthesise
conclusions which identify areas of social and cultural capital that can be
strengthened (via family support programmes and policies, strengthening
peer relationships, developing a caring school community, school-commu-
nity collaboration and support of wider community actors) in order to suc-
cessfully fight ESL.
Arrows in the figure do not imply the only possible relations among the
variables. They merely demonstrate the relations examined in this article.
65
