The cultural correlates of learning poverty: The roles of long-term orientation and power distance |
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| Institution: | 1. Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR;2. Faculty of Education, University of Macau, Macau SAR;1. Bergische Universität Wuppertal, Germany;2. DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Germany;1. Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong SAR, China;2. Urban Governance and Design Thrust, Society Hub, The Hong Kong University of Science and Technology (Guangzhou), China;3. Division of Social Science and Division of Public Policy, The Hong Kong University of Science and Technology, Hong Kong SAR, China;4. School of Social and Behavioral Sciences, Nanjing University, China;5. Institute of Sociology, Shanghai Academy of Social Sciences, China |
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| Abstract: | Learning poverty, defined as being unable to read and understand a simple text by the end of primary school, is a critical social problem. Past studies on learning poverty have mostly focused on the role of economic and demographic factors but have seldom explored the role of culture. To address this gap, we examined whether national cultural values (i.e., power distance, individualism, masculinity, uncertainty avoidance, long-term orientation, and indulgence) were associated with learning poverty in 45 countries. Ecological analyses indicated that among the different cultural values, long-term orientation was negatively associated with learning poverty, but power distance was positively associated with it. These associations remained robust after accounting for the roles of economic and demographic factors. These findings extend the literature on learning poverty by emphasizing the cultural correlates of learning poverty. Theoretical and practical implications are discussed. |
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| Keywords: | Learning poverty Cultural values Long-term orientation Power distance |
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