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1.
The main objective of this paper is to show to what extent and why students with the same academic aptitude but different social backgrounds have different odds of entering university. For our analysis, we separated primary and secondary factors of social origin in the formation of educational inequalities. The results show that the primary and secondary factors have approximately the same influence on the transition to university. Czech schools do not affect the process of forming educational aspirations and transition to university, and merely ‘classify’ children according to their social origin. This situation emerged during the socialist era and has remained unchanged after the fall of communism (in 1989). However, the mechanism of the social origin effect has changed – while cultural capital with a ‘direct’ impact had a major role to play during the socialist era, at present there is a rather ‘indirect’ influence through economic capital. 相似文献
2.
Social Class,Ability and Choice of Subject in Secondary and Tertiary Education in Britain 总被引：2，自引：0，他引：2
《British Educational Research Journal》2003,29(1):41-62
This article examines the impact of family background (social class, cultural and economic capital) and ability on the choice of subjects in secondary and tertiary education in Britain. Using a framework that integrates rational choice perspectives and cultural reproduction theory, we assume that children take their parents' social position as a reference for their own choices, and are guided mainly by the amount of economic and cultural capital that is available within the family. Using longitudinal data from the 1958 British birth cohort (N =13,245), the empirical analysis shows that children from higher social class backgrounds achieved a higher standard in both humanities and scientific subjects in primary and secondary school. Furthermore, children of the professional class were relatively likely to choose the prestigious subjects of medicine and law in university, independent of ability. Both absolute and relative levels of ability were relevant to the choice of subject at degree level, as it was found that people chose subjects that they were relatively good at compared to other subjects. This concept of ‘comparative advantage’ gives additional insight into field‐of‐study choices, but does not explain the gender segregation across disciplines. 相似文献
3.
影响高校毕业生就业的社会资本因素分析 总被引：3，自引：0，他引：3
社会资本是近年来学术界研究较多的一个问题。本文在对社会资本及大学生就业相关文献进行梳理的基础上,利用北京大学教育学院"高等教育规模扩展与劳动力市场"课题组于2005年6月对全国34所高校调查的数据,对大学生社会资本状况,社会资本对大学生毕业去向、就业落实率、起薪及工作满意度的影响,进行了实证分析。本文的主要研究结果如下:(1)与来自社会经济地位较高的家庭的学生相比,来自社会弱势家庭的学生在家庭社会资本与个人社会资本上都比较缺乏;(2)大学生毕业选择就业或升学时,家庭社会交往广泛度对升学选择产生显著的正面影响,而个人社会交往广泛度对就业产生了显著的正面影响;(3)社会资本与大学毕业生的就业落实、起薪、工作满意度存在着显著的正面影响;(4)社会资本对大专生和本科生就业落实率有较为显著的正的影响,但是对硕士和博士的就业落实率没有显著影响。 相似文献
4.
J. Paul Grayson 《British Journal of Sociology of Education》2004,25(5):609-627
In Canada, little attention has been paid to the extent to which job outcomes are the result of the human capital honed in university or of broader social dynamics. Combining the fundamental insights of status attainment and cultural reproduction theories with propositions of the college impact model, the current study examines the effects of cultural, social and human capital on four job outcomes two years after graduation from a Canadian university. Overall, it is found that variables measuring cultural and human capital have independent effects on job outcomes; however, the impact of social capital is minimal. The findings suggest that graduates' job outcomes are connected to broader social dynamics as well as to what they might learn in university. 相似文献
5.
文章以新疆高校大学生调查数据为基础,研究发现:家庭资本对大学生性格特质、职业规划设计、就业意愿有显著的影响作用。其中:家庭文化资本对大学生性格特质有显著的相关性;家庭经济资本对大学生职业规划设计有相关性;家庭社会资本对大学生就业意愿有显著的相关性。针对调查结果提出对策和建议。 相似文献
6.
Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model 
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下载免费PDF全文 Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's ( 2000 , 2006 ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet, little research to date theorises and disaggregates the interplay among various types of capital as well as the multiplicative capital effects on enrolment. This study addressed this gap. We proposed an ‘interacting multiple capitals’ (IMC) model and hypothesised that parental social capital could moderate the effects of cultural and economic capital on entry to university. To validate the model, a pilot survey was administered to 216 university students of Korean ethnicity in China and investigated the models of involvement adopted by Korean parents in the context of the increasing labour mobility of the Korean adult population. Moderated multiple regression analysis was employed and the results confirmed the hypothesis that capital effects upon university access and choice were multiplicative in nature, with social capital moderating the cultural capital influence on students’ educational aspirations. The study findings show that the interaction of various types of capital variables is sufficiently statistically significant to warrant future research and policy and practical discussion of how to promote parental involvement in university preparation and planning. 相似文献
7.
In Italy, as in other European countries, students of foreign origin are over-represented in the vocational school tracks, with relevant consequences on their limited chances of attaining a university degree. While research has long underlined the weight that a family’s social, cultural and economic capital has on a child’s school performance, educational expectations and choices, the role that school and teachers themselves play in the transition from lower to upper secondary school has been rarely explored in Italian sociological research. The present study aims to bridge this gap in the literature, showing how teachers’ orienting practices, interacting with highly differentiated patterns of family participation in the school guidance process, can play a relevant role in reproducing foreign-origin students’ segregation into the lower tracks of the school system. 相似文献
8.
家庭是孩子受教育的首要场所,不同的家庭拥有不同的文化资本。本文以布尔迪厄文化资本理论为指导,从家庭文化因素出发,运用实证的研究方法深入探究藏族学生家庭文化资本对学生学业成绩的影响问题。 相似文献
9.
李增华 《蒙自师范高等专科学校学报》2011,(6):104-106
大学生择业观不是一个孤立的价值体系,而是在其家庭教育文化的不断影响下逐步形成的。这种影响主要来自于传统家庭文化观念、家庭文化传递方式、家庭文化资源、家庭成员的职业价值取向、家庭的经济社会资本、家庭教育观念的差异。理清这些因素对当代大学生择业观的影响,对于择业观教育、就业观念转变、促进就业具有重要意义。 相似文献
10.
李曼 《教学研究(河北)》2008,31(3):189-192
布迪厄把社会场域里竞争的资本划分为社会资本、文化资本、经济资本,三者在场域中为争夺制度高位和权力资本不断进行博弈和竞争,在高校这一特殊场域中社会资本与行政权力、文化资本与学术权力、经济资本与市场权力的相互转化与竞争最终将形成象征性资本,象征性资本则是行政权力、学术权力和市场权力的合力. 相似文献
11.
Abstract:This paper uses survey data from educational tracking upon graduation from middle schools in Q County, Gansu Province, and explores the mechanism in which the level of father’s education and economic capital affect academic performance. The study finds that the academic performance of male students is significantly higher than that of female students, and household registration, family capital, and school social capital adhere together to impact academic performance. Low economic income affects academic performance, and high economic income does not necessarily facilitate academic performance. School education that pays attention to academic performance has a direct positive impact, and parent-teacher relations, objectified cultural capital, and economic capital have a direct negative impact on academic performance. The level of the father’s education mainly plays a direct role in impacting academic performance. Economic capital indirectly facilitates academic performance through the mediating effect of parents’ educational expectations, educational support, and attention to school education, and objectified cultural capital has a moderating effect on the impact of economic capital on academic performance. 相似文献
12.
The agenda for widening participation in higher education has led to increasing numbers of students with a broader range of education and family backgrounds. However, transitioning to the university landscape remains a highly complex negotiation process, especially for first‐in‐family students, who cannot draw on previous experience from higher education in their families. Gaining access to informational capital—a combination of cultural and social capital—plays a crucial role in managing education transitions. We draw on rich empirical data obtained from 26 autobiographical narrative interviews with first‐in‐family university students in Austria to investigate how transitions to university are affected by informational capital. We also explore how access to informational capital was influenced by (1) institutional practices, such as initiatives to support students, especially first‐year students; and (2) cultural fit—the extent to which a student's cultural capital corresponded with the dominant cultural capital in the field of their chosen discipline or higher education establishment. Our findings show that gaining access to informational capital was strongly affected by the institutional practices at universities within the different disciplines, thus highlighting the importance of higher education institutions in supporting their students during transition processes. We conclude with policy implications for how higher education institutions can assist first‐in‐family students to succeed at university. 相似文献
13.
学术自由与大学自治是大学的精神，其内涵随着时代的更迭而演变。大学这个社会组织的特性决定了其自治是有限的、相对的；更重要的，作为社会大系统中的一个子系统，大学的自治只能在社会现存的政治、经济和文化上实现。对大学经济资本、文化资本和社会资本与大学的相互关系，对影响大学自治权的因素作社会学分析，即可更深刻地理解大学地位与大学权力的关系。 相似文献
14.
ABSTRACT University participation has increased in many countries in recent years in response to the requirement for a strong knowledge economy. While this has provided additional access opportunities, not all students enter university with the same transferrable social capital. To counter this, educational institutions could play a strategic role in the development of networks and connections that provide students with valuable information, support and a sense of belonging. This research project explored the development of social capital, and its impact upon university life satisfaction and wellbeing, within an Australian university course undertaken by all first-year students regardless of programme or discipline. A survey of students was conducted three times over one semester. The results suggested that peer-level social capital indicators of trust, social support and relatedness changed over the semester, while other social capital indicators begin high and remain stable. Bridging social capital and peer social support predicted university life satisfaction. The relationship between social capital and wellbeing was found to be more complex. In a competitive, global tertiary environment, institutions could maximise the satisfaction and success of increasingly diverse student cohorts through strategies that facilitate social capital development. 相似文献
15.
基于PISA 2018中国四省市数据,对家庭背景、学校氛围与学生抗逆力的影响机制进行分析.研究发现,对标OECD国家进行比较,中国四省市抗逆力表现略低于国际水平;家庭背景层面,家庭文化资本和经济资本对学生抗逆力提升更有效,而家庭社会资本则无显著影响;学校层面,学校氛围能显著正向影响学生抗逆力;学校氛围和家庭背景对学生抗... 相似文献
16.
Herman G. van de Werfhorst 《British Journal of Sociology of Education》2010,31(2):157-169
In this paper I discuss two weaknesses in Bourdieu’s work on cultural capital, both of which are related to his integration of the multidimensional nature of social space in different domains of life: social mobility, lifestyle differentiation, and political orientation. First, there is an anomaly between the work on social mobility and on lifestyles. Multiple dimensions of social origin (cultural and economic capital) are related to uni‐dimensional outcomes (e.g. schooling levels), whereas it would be more appropriate to study multidimensional schooling outcomes too. Secondly, although Bourdieu sees a close resemblance in the type of resources affecting lifestyle preferences and political orientations, I argue that these outcomes are affected by two different types of resources: cultural and communicative resources. Proposals for progress, including a review of the empirical results supporting these, are given. 相似文献
17.
以社会流动与文化资本为理论基础,基于问卷调查所得数据,采用描述性统计与Logistic回归等分析方法,对助学贷款的社会流动功用进行了实证分析。研究发现,随着高等教育费用的快速增长,经济资本成为个体获得文化资本的必要条件之一,经济资本匮乏的贫困生获取文化资本时,在数量与质量两方面都处于劣势;但绝大多数贫困生获得助学贷款后,打破经济资本拥有不足对其文化资本追逐活动的制约,获得数量更多、质量更高的文化资本,从而在社会地位市场的竞争中具有更强的竞争力。助学贷款通过文化资本这条路径,间接发挥着促进贫困生向上社会流动的功用。为了更好发挥助学贷款的社会流动功用,研究最后提出了加快助学贷自身发展等一系列的政策建议。 相似文献
18.
陈心慧 《湖北广播电视大学学报》2006,23(5):96-98
作为社会教育结构重要组成部分的农村教育发展缓慢,教育差距日益突出。影响城乡差距的原因有社会资本、政治资本、文化资本、经济资本等家庭背景的因素,但是值得重视的是教育不平等的制度性因素。 相似文献
19.
运用来自47个国家的数据资料,考察了政府质量和文化价值观对大学信任的影响。研究发现：（1）政府质量中的政府效率指标对大学信任有显著的积极影响,而腐败和法治水平对大学信任无显著的影响作用;（2）文化价值观中的不确定性规避和后物质主义指标对大学信任有显著的影响作用,而权力距离对大学信任无明显影响;（3）文化价值观比政府质量对大学信任的影响更大;（4）政府质量和文化价值观对不同收入水平国家和不同人力资本国家大学信任的影响表现出一定的差异性,它们均显著影响低收入国家居民的大学信任,但对高收入国家居民大学信任的影响甚微,文化价值观仅对高人力资本国家的大学信任有显著的影响,而文化和制度变量对低人力资本国家的大学信任均未表现出明显的影响。 相似文献
20.
对上海H高校2012届毕业生576份网络问卷调查表明,不同生源地学生在就业区域选择上存在一定差异,城市生源毕业生在就业行为选择上更具多元性,家庭结构、观念以及拥有的社会资本影响毕业生就业区域的选择,民族文化因素是就业回流现象中的隐形因子,西部地区特别是民族聚居地区毕业生就业回流比例较高。 相似文献