When Things Don’t Go as Planned: Contingencies, Cultural Capital, and Parental Involvement for Elite University Admission in China

2018 ◽  
Vol 62 (4) ◽  
pp. 503-521 ◽  
Author(s):  
Yi-Lin Chiang
Keyword(s):  
Parental Involvement ◽  
Cultural Capital ◽  
University Admission ◽  
Elite University

The Theory behind the Findings

2013 ◽  
Author(s):  
Amy J. Binder ◽  
Kate Wood
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Political Culture ◽  
Political Theory ◽  
Cultural Sociology ◽  
Public University ◽  
Organization Studies ◽  
University System ◽  
Social And Cultural Capital ◽  
Elite University

This chapter examines in more abstract terms how universities, in combination with the broader political culture, cultivate distinctive styles of conservatism among students. It reviews research in the fields of higher education studies, cultural sociology, political theory, and organization studies to capture some of the more general processes observed at Eastern Elite University and Western Flagship University. In particular, it considers how social and cultural capital gives rise to the particular dominant conservative styles of civilized discourse at Eastern Elite, provocation in the Western Public university system, and the submerged styles seen at these different campuses. The chapter concludes by arguing that the model developed for studying student conservatism on both campuses is general enough to be useful to scholars studying other aspects of students' lives other than politics.

Examining the Cultural Capital in the Parental Involvement of African American Parents of Disabled High School Students

2022 ◽  
pp. 368-379
Author(s):  
Donovan Griffin-Blake
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Public Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Traditional Approach ◽  
African American Parents ◽  
African American Mothers ◽  
School Students

This chapter explores the value of cultural capital in the parental involvement of African American parents of disabled high school students. The traditional approach of parental involvement is widely implemented across public education. The framework for parental involvement is outdated and racially one-sided, which causes the contributions of African American parents to be devalued by their child's school. This chapter focuses on a qualitative study of five African American mothers of disabled high school students and how they engage with their children's public education. The participants provide narrative examples of their cultural capital and they have used it to help benefit their child's education. This implies the need to revise the image of parental involvement to one that is a more diverse inclusionary model, which will help schools better support the academic achievement of students from culturally and linguistically diverse families.

Parental Involvement and the Black–White Discipline Gap: The Role of Parental Social and Cultural Capital in American Schools

2019 ◽  
Vol 52 (1) ◽  
pp. 143-168 ◽  
Author(s):  
Olivia Marcucci
Keyword(s):  
Parental Involvement ◽  
Cultural Capital ◽  
Three Dimensions ◽  
Black Parents ◽  
Exclusionary Discipline ◽  
Social And Cultural Capital ◽  
Home Based ◽  
American Schools ◽  
Discipline Disproportionality ◽  
In School Suspension

Discipline disproportionality is the overuse of exclusionary discipline, such as suspension and expulsion, on Black students in American schools. This study adds to the literature by examining how parental involvement affects racial disparities in disciplinary outcomes in in-school suspension and by theoretically analyzing how parents’ social and cultural capital affect student disciplinary outcomes. The study uses Hayes’s dimensions of parental involvement as potential moderators between race and exclusionary discipline: achievement values, home-based involvement, and school-based involvement. Using base year data from the Educational Longitudinal Study of 2002 ( n = 15,362), a logistic regression model examines the three parental involvement dimensions as moderators of race and suspension. Two of the three dimensions significantly moderate the relationship between race and suspension. Both moderators are associated with a higher rate of discipline disproportionality. The analysis suggests that even while Black parents act as “adept managers” of capital, schools are still marginalizing the nondominant forms of capital that Black parents have.

Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai

2019 ◽  
pp. 448-469
Author(s):  
Keyi Lyu ◽  
Cong Lyu ◽  
Jiacheng Li ◽  
Ghassan Shughri
Keyword(s):  
Parental Involvement ◽  
Cultural Capital ◽  
Active Participation ◽  
Home School ◽  
Negative Effects ◽  
Cultural Elements ◽  
The Family ◽  
Children Development ◽  
The Relationship ◽  
Interview Questionnaire

Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.

Building Social, Human, and Cultural Capital Through Parental Involvement

2012 ◽  
Vol 33 (3) ◽  
pp. 237-256 ◽  
Author(s):  
Lars G. Björk ◽  
Wayne D. Lewis ◽  
Tricia Browne-Ferrigno ◽  
Anthony Donkor
Keyword(s):  
Parental Involvement ◽  
Cultural Capital

scholarly journals Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Cam Cobb
Keyword(s):  
United States ◽  
Special Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article.

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

2019 ◽  
Vol 62 (11) ◽  
pp. 4001-4014
Author(s):  
Melanie Weirich ◽  
Adrian Simpson
Keyword(s):  
Parental Involvement ◽  
Gender Identity ◽  
Spontaneous Speech ◽  
First Year ◽  
Space Size ◽  
Vowel Space ◽  
Potential Impact ◽  
Phonetic Features ◽  
And Gender ◽  
Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

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