Page 66 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 66
Methodology
In order to obtain adequate research results, we conducted a literature
search of the EBSCOhost online research databases. Since we wanted to
cover all possible areas of the topic, we searched for the results in Academic
Search Complete, ERIC, PsycARTICLES, PsycBOOKS, PsycINFO and
SocINDEX with full text databases. The main key words that were used are:
social capital and ESL, cultural capital and ESL, tackling ESL, effects be-
tween social and cultural capital. We also examined references cited in the
reviewed articles. Studies that met the following criteria were taken into ac-
count: the sample had to consist of adolescents who had left the upper sec-
ondary education level before completion, a topic needed to address ESL,
data had to present direct or indirect effects of social- and cultural-lev-
el factors on educational outcomes and ESL. The results are chiefly based
on findings from scientific research articles, although we also took relevant
documents from the European Commission and the OECD that address
the ESL issue into consideration.
Social and cultural capital
As mentioned, in this article we focus on studies that analysed the linear
and interaction effects of a student’s social and cultural capital on their ed-
ucational outcomes, especially achievement and ESL. First, we want to de-
fine the theoretical concepts of social and cultural capital as used in most
studies.
The majority of research on social and cultural capital in education
follows Bourdieu’s (1986) and Coleman’s (1988) theoretical conceptions
(Clycq, Nouwen, & Timmerman, 2014). According to those authors, social
capital derives from social networks, but is nevertheless the property of an
individual. Coleman (1988) distinguishes three types of capital impact on
an individual’s learning outcomes: financial capital, human capital and so-
cial capital. Financial and human capital is also referred to as cultural cap-
ital. Financial capital is measured by a family’s wealth or income, and hu-
man capital by one’s parents’ level of education. Such a conceptualisation
of cultural capital is also known as family background. Social capital is, on
the other hand, measured by the density and quality of relationships and
interactions among parents, children and schools. Social capital can oc-
cur both within and outside the family. Coleman (1988) argues that it is
social capital that allows children to translate the cultural capital present
in their family and wider social environment (e.g. schools) into increased
66
In order to obtain adequate research results, we conducted a literature
search of the EBSCOhost online research databases. Since we wanted to
cover all possible areas of the topic, we searched for the results in Academic
Search Complete, ERIC, PsycARTICLES, PsycBOOKS, PsycINFO and
SocINDEX with full text databases. The main key words that were used are:
social capital and ESL, cultural capital and ESL, tackling ESL, effects be-
tween social and cultural capital. We also examined references cited in the
reviewed articles. Studies that met the following criteria were taken into ac-
count: the sample had to consist of adolescents who had left the upper sec-
ondary education level before completion, a topic needed to address ESL,
data had to present direct or indirect effects of social- and cultural-lev-
el factors on educational outcomes and ESL. The results are chiefly based
on findings from scientific research articles, although we also took relevant
documents from the European Commission and the OECD that address
the ESL issue into consideration.
Social and cultural capital
As mentioned, in this article we focus on studies that analysed the linear
and interaction effects of a student’s social and cultural capital on their ed-
ucational outcomes, especially achievement and ESL. First, we want to de-
fine the theoretical concepts of social and cultural capital as used in most
studies.
The majority of research on social and cultural capital in education
follows Bourdieu’s (1986) and Coleman’s (1988) theoretical conceptions
(Clycq, Nouwen, & Timmerman, 2014). According to those authors, social
capital derives from social networks, but is nevertheless the property of an
individual. Coleman (1988) distinguishes three types of capital impact on
an individual’s learning outcomes: financial capital, human capital and so-
cial capital. Financial and human capital is also referred to as cultural cap-
ital. Financial capital is measured by a family’s wealth or income, and hu-
man capital by one’s parents’ level of education. Such a conceptualisation
of cultural capital is also known as family background. Social capital is, on
the other hand, measured by the density and quality of relationships and
interactions among parents, children and schools. Social capital can oc-
cur both within and outside the family. Coleman (1988) argues that it is
social capital that allows children to translate the cultural capital present
in their family and wider social environment (e.g. schools) into increased
66
