Page 71 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 71
developing healthy social and cultural capital and its effects on education
effective; teacher support must be combined with perceived support from
parents or friends or wider community agents, albeit the best combination
is perceived support from all providers.
Interaction Effects of Social and Cultural Capital on ESL
Nowadays, the two main questions posed by research community and poli-
cy-makers regarding social and cultural capital’s on ESL rates are: In which
ways do social and cultural capital interact, and can social capital be used
to reduce the negative effects of a deficit in an individual’s cultural capi-
tal (Coface, 2010)? Most research in this field examines the effects between
family and teacher-student relationships, the SES of parents, and their ed-
ucation level.
Coleman (1988) stated that social capital represents a filter through
which the parents’ cultural capital is transmitted to and used by their chil-
dren. Most research on this topic (e.g. Bordieu, 1977; Markussen, Froseth, &
Sendberg, 2011; Roderick, 1993) established links between students’ (social
and cultural) background and parental SES, education completion, percep-
tions of schooling, educational values, a student’s engagement with school
work and their performance. Teachman, Paasch and Carver (1996) tested
whether social capital in terms of supportive relationships moderates the
effect of parental financial and cultural capital on leaving school early. The
results showed that the relationship between cultural capital and a student’s
ESL varies according to the level of schooling-specific social capital (e.g.
parents’ involvement and support in learning and school activities) pre-
sented in the family. Greater amounts of social capital reduce the negative
effects of cultural capital on dropping out of school and therefore suggest
that those effects can be decreased by strengthening the individual’s social
capital.
Roderick (1993) also claims that the school community and wider
community can make a difference for students at risk of dropping out by
compensating for the lack of support from their parents, while Rumberger
(2004) states that, although schools cannot do anything about the demo-
graphic and social characteristics of their students, they can change their
own practices that have a direct impact on ESL rates in their school.
In addition, the OECD (2013) points to the importance of policy meas-
ures strengthening school and community practices that encourage sup-
portive relationships among teachers, students and families, especially in so-
cio-economically deprivileged areas where the individual’s cultural capital
71
effective; teacher support must be combined with perceived support from
parents or friends or wider community agents, albeit the best combination
is perceived support from all providers.
Interaction Effects of Social and Cultural Capital on ESL
Nowadays, the two main questions posed by research community and poli-
cy-makers regarding social and cultural capital’s on ESL rates are: In which
ways do social and cultural capital interact, and can social capital be used
to reduce the negative effects of a deficit in an individual’s cultural capi-
tal (Coface, 2010)? Most research in this field examines the effects between
family and teacher-student relationships, the SES of parents, and their ed-
ucation level.
Coleman (1988) stated that social capital represents a filter through
which the parents’ cultural capital is transmitted to and used by their chil-
dren. Most research on this topic (e.g. Bordieu, 1977; Markussen, Froseth, &
Sendberg, 2011; Roderick, 1993) established links between students’ (social
and cultural) background and parental SES, education completion, percep-
tions of schooling, educational values, a student’s engagement with school
work and their performance. Teachman, Paasch and Carver (1996) tested
whether social capital in terms of supportive relationships moderates the
effect of parental financial and cultural capital on leaving school early. The
results showed that the relationship between cultural capital and a student’s
ESL varies according to the level of schooling-specific social capital (e.g.
parents’ involvement and support in learning and school activities) pre-
sented in the family. Greater amounts of social capital reduce the negative
effects of cultural capital on dropping out of school and therefore suggest
that those effects can be decreased by strengthening the individual’s social
capital.
Roderick (1993) also claims that the school community and wider
community can make a difference for students at risk of dropping out by
compensating for the lack of support from their parents, while Rumberger
(2004) states that, although schools cannot do anything about the demo-
graphic and social characteristics of their students, they can change their
own practices that have a direct impact on ESL rates in their school.
In addition, the OECD (2013) points to the importance of policy meas-
ures strengthening school and community practices that encourage sup-
portive relationships among teachers, students and families, especially in so-
cio-economically deprivileged areas where the individual’s cultural capital
71
