Page 67 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 67
developing healthy social and cultural capital and its effects on education
well-being. Besides Coleman’s conceptualisation of cultural and social cap-
ital, contemporary authors (e.g. Epstein, 2009; Sanders, 2009) point to an-
other very important aspect of the individual’s cultural and social capital,
that is the characteristics of the wider community (supportive, educative
community, promotion of community-based learning, connectedness of
families, schools, and wider community organisations).
Following this conceptualisation there is a large body of research (e.g.
Alexander, Entwisle, & Kabbani, 2001; Epstein, 2009; Panzaru & Tomita,
2013; Lamb, 2003) addressing the linear effects of social and cultural capital
on an individual’s educational outcomes. In the context of ESL, the major-
ity of studies are particularly focused on the following factors that form an
individual’s cultural capital: SES of the individual, parents’ education level,
structure of the family, time spent with children, family culture and educa-
tional values, and immigrant status. In addition, in the field of investigat-
ing the effects of social capital, the main focus is on the quality of the fam-
ily environment and relationships, peer relationships, relationships within
the school and wider community, and school climate. In the section below
we present some of the key findings.
Cultural capital and educational outcomes
The two most commonly identified cultural capital factors of ESL are the
individual’s socio-economic background (as an indicator of financial cap-
ital) and the education level of the parents (as an indicator of human cap-
ital) Different national (e.g. Alexander, Entwisle, & Kabbani, 2001; Janosz,
Le Blanc, Boulerice, & Tremblay, 2000; Lamb, Walstab, Teese, Vichers, &
Rumberger, 2004; Matković, 2009; Panzaru & Tomita, 2013; Rumberger
& Lamb, 2003; Traag & van der Velden, 2008) and international studies
(OECD, 2010, 2013) confirmed that students from families receiving finan-
cial support and students who have less educated parents reveal a higher
risk of ESL. The European Commission (2015) also states the raising the ed-
ucational level of parents and thus enhancing their cultural capital is one of
the most important points for tackling ESL.
Socio-economic background and education level of parents are also
importantly connected to two other widely investigated cultural capi-
tal factors, namely, structure of the family and time spent with children.
The results of different studies (e.g. Alexander et al., 2001; Anisef, Brown,
Phythian, & Walters, 2010; Lamb et al., 2004; Traag & van der Velden,
2008) show that families with a poorer socio-economic background and
67
well-being. Besides Coleman’s conceptualisation of cultural and social cap-
ital, contemporary authors (e.g. Epstein, 2009; Sanders, 2009) point to an-
other very important aspect of the individual’s cultural and social capital,
that is the characteristics of the wider community (supportive, educative
community, promotion of community-based learning, connectedness of
families, schools, and wider community organisations).
Following this conceptualisation there is a large body of research (e.g.
Alexander, Entwisle, & Kabbani, 2001; Epstein, 2009; Panzaru & Tomita,
2013; Lamb, 2003) addressing the linear effects of social and cultural capital
on an individual’s educational outcomes. In the context of ESL, the major-
ity of studies are particularly focused on the following factors that form an
individual’s cultural capital: SES of the individual, parents’ education level,
structure of the family, time spent with children, family culture and educa-
tional values, and immigrant status. In addition, in the field of investigat-
ing the effects of social capital, the main focus is on the quality of the fam-
ily environment and relationships, peer relationships, relationships within
the school and wider community, and school climate. In the section below
we present some of the key findings.
Cultural capital and educational outcomes
The two most commonly identified cultural capital factors of ESL are the
individual’s socio-economic background (as an indicator of financial cap-
ital) and the education level of the parents (as an indicator of human cap-
ital) Different national (e.g. Alexander, Entwisle, & Kabbani, 2001; Janosz,
Le Blanc, Boulerice, & Tremblay, 2000; Lamb, Walstab, Teese, Vichers, &
Rumberger, 2004; Matković, 2009; Panzaru & Tomita, 2013; Rumberger
& Lamb, 2003; Traag & van der Velden, 2008) and international studies
(OECD, 2010, 2013) confirmed that students from families receiving finan-
cial support and students who have less educated parents reveal a higher
risk of ESL. The European Commission (2015) also states the raising the ed-
ucational level of parents and thus enhancing their cultural capital is one of
the most important points for tackling ESL.
Socio-economic background and education level of parents are also
importantly connected to two other widely investigated cultural capi-
tal factors, namely, structure of the family and time spent with children.
The results of different studies (e.g. Alexander et al., 2001; Anisef, Brown,
Phythian, & Walters, 2010; Lamb et al., 2004; Traag & van der Velden,
2008) show that families with a poorer socio-economic background and
67
