scholarly journals The Effects of Family Capital on Kazakh Youth Strategies in the Choice of Higher Education

2018 ◽  
pp. 712-727
Author(s):  
Meruert K. Shnarbekova
Keyword(s):  
Higher Education ◽  
Young People ◽  
Cultural Capital ◽  
Economic Capital ◽  
Family Resources ◽  
Resource Potential ◽  
Educational Capital ◽  
Education Choice ◽  
Family Capital ◽  
Family Resource

Introduction. The article explores strategies of young people in the choice of higher education in Kazakhstan. There are discussions about the interrelations of family resources and socio-economic determined strategies of higher education choice, where the latter is viewed as the process involving a decision to continue / not to continue the study, university and specialty choice. The changes in the process of transformation of the economic capital of parents into the cultural capital of children and then into the economic capital of young people are analyzed for the first time in the context of post-Soviet Kazakhstan. The purpose of the article is to study the main mechanisms shaping the educational strategies of youth with different social and economic status. Materials and Methods. Four sociological studies were conducted in 2014-2017, based both on qualitative and quantitative methods of data collection. This article presents results of research that was conducted among high school students of urban and rural, private (fee-paying) and public, general and specialized schools and their parents that represent different socio-economic groups. The sample size is 500 respondents. Results. On the basis of developed methodology of integrated assessment of family resource potential, the direct and indirect impact of family resources on youth strategies in higher education choice has been revealed. Direct impact is seen in the range of available higher education institutions. In case of insufficient family resource potential, young people face economic difficulties related to the payment of education. In this case, the yang people are on participating in the distribution of educational grants, on receiving social benefits while entering the university. While indirect influence has a hidden character, it manifests in the differentiation of the level of a starting educational capital. The high resource potential of the family allows parents to send a child to private school, to pay extra (paid) courses, thus forming the foundation for the accumulation of high educational capital in advance. In this aspect, young people with low family resource potential become less competitive in the sphere of higher education. This category of youth faces structural barriers, which manifested in a low level of start-up education al capital. Discussion and Conclusion. The research tools of youth strategies in higher education choice could be applied in the work of scientific and research organizations and state bodies, scientists and experts. The obtained scientific data and results provide relevant and reliable information to reduce or eliminate barriers specific to young people of “unprivileged” groups. Keywords: choice of higher education, influence of family capital, choice of university, social background, educational plan, social capital, family cultural capital Acknowledgments. The study was carried out within the framework of the project of the Committee of Science of the Ministry of Education and Science of the Republic of Kazakhstan (MES RK) “Sociological indicators for measuring the competitiveness of Kazakhstan university graduates in the professional labor market: comparative country study” 5480/GF4 (2014-2017). The author is grateful to the editorial staff and reviewers for useful comments and recommendations.

scholarly journals Family Capital, Learning Engagement, and Students’ Higher Education Gains: An Empirical Study in Mainland China

2021 ◽  
Vol 18 (21) ◽  
pp. 11571
Author(s):  
Shutao Wang ◽  
Cui Huang
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Cultural Capital ◽  
Low Income ◽  
Mainland China ◽  
Economic Capital ◽  
Mediating Effect ◽  
Learning Engagement ◽  
Family Capital ◽  
The Relationship

This study aimed to determine whether learning engagement plays a mediating effect on the relationship between family capital and students’ higher education gains in mainland China. We used family capital, learning engagement, and higher education gains as measures and analyzed data using a structural equation model. Data were collected from 1334 students at a Chinese university. The results show that family cultural capital had the most significant effect on students’ learning engagement, while economic capital also played a positive role, and social capital had no significant impact. Learning engagement played a mediating role in the relationship between cultural capital and higher education gains, as did the relationship between economic capital and higher education gains. However, learning engagement did not have a mediating effect on the relationship between social capital and higher education gains. Our results show that we should focus on the importance of students’ learning engagement, improve the cultural capital of disadvantaged groups, and provide financial support for students from low-income families.

‘I don’t want to go to a crummy little university’: social class, higher education choice and the paradox of widening participation

2009 ◽  
Vol 12 (3) ◽  
pp. 209-224 ◽  
Author(s):  
Tina Byrom
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Young People ◽  
Working Class ◽  
Summer School ◽  
Widening Participation ◽  
Education Choice ◽  
School Based ◽  
Institutional Habitus ◽  
Participation In Higher Education

Whilst there has been growing attention paid to the imbalance of Higher Education (HE) applications according to social class, insufficient attention has been paid to the successful minority of working-class young people who do secure places in some of the UK’s leading HE institutions. In particular, the influence and nature of pre-university interventions on such students’ choice of institution has been under-explored. Data from an ESRC-funded PhD study of 16 young people who participated in a Sutton Trust Summer School are used to illustrate how the effects of a school-based institutional habitus and directed intervention programmes can be instrumental in guiding student choices and decisions relating to participation in Higher Education.

Student Lives in Crisis

2016 ◽  
Author(s):  
Lorenza Antonucci
Keyword(s):  
Higher Education ◽  
Young People ◽  
Labour Market ◽  
General Trend ◽  
Well Being ◽  
Student Debt ◽  
Access To Higher Education ◽  
Family Resources ◽  
Different Types ◽  
Family State

With rising levels of student debt and precarity, young people’s lives in university are not always smooth. Lorenza Antonucci has travelled across England, Italy and Sweden to understand how inequality is reproduced through university. This book provides a compelling narrative of what it means to be in university in Europe in the 21st century, not only in terms of education, but also in terms of finances, housing and well-being. Furthermore, this book shows how inequality is reproduced during university by how young people from different social classes combine family, state and labour market sources. The book identifies different profiles of young people’s experiences in university, from ‘Struggling and hopeless’ to ‘Having a great time’. Furthermore, the book discusses how the ‘welfare mixes’ present in the three countries determine different types of semi-dependence, and reinforce inequalities. The book identifies a general trend of privatisation of student support in higher education, which pushes young people to participate in the labour market and over-rely on family resources in order to sustain their participation in university. Not only does this protract young people’s semi-dependence, but it also increases inequality among different groups of young people. In addition to the current policy focus on access to higher education, and transitions to the labour market, the book calls for a greater attention on the policies that can change young people’s lives while in university.

scholarly journals Why public education is unequal: case of Ukrainian rural schools

2017 ◽  
Vol 1 (1) ◽  
pp. 19-26
Author(s):  
Viktoriia Muliavka
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Rural Area ◽  
Rural Schools ◽  
Public Discourse ◽  
Educational Inequality ◽  
Economic Capital ◽  
Access To Higher Education ◽  
The Family ◽  
Economic Background

Ukrainian educational system is not able to provide equal access to the university, regardless of children’s socio-economic background. Despite of the anti-discrimination ideas in legislation and in public discourse (with implementation of transparent mechanism of selection in 2004 - External Independent Testing), there are statistically significant differences in the results of EIT (that defines chances to get higher education) between children from rural area and their peers from urban schools (especially from elite ones). The research is based on Bourdieu’s theoretical concept of capitals and seven in-depth interviews with teachers from rural schools in different regions of Ukraine. Based on the findings, the author divides mechanisms of reproduction of educational inequality into four dimensions: economic capital of the school, economic capital of the family, cultural capital of the school and cultural capital of the family. Current educational reforms of secondary and higher education in Ukraine will not improve situation with access to higher education for children from poor social background. Closing of unprofitable universities and schools in rural area, expending the years of studying at school and implementation on funding reallocation based on a competition with financial support only of those, who are more successful, will deepen educational inequality, making accesses to the mechanism of improving socio-economic position even more dependent from socio-economic background.

scholarly journals Retaining students in Australian higher education: cultural capital, field distinction

2016 ◽  
Vol 16 (1) ◽  
pp. 80-96 ◽  
Author(s):  
Trevor Gale ◽  
Stephen Parker
Keyword(s):  
Higher Education ◽  
University Students ◽  
Cultural Capital ◽  
Social Inclusion ◽  
Economic Status ◽  
Economic Capital ◽  
Retention Rates ◽  
Widening Participation ◽  
Distinctive Character ◽  
The Social

In the global phenomenon of widening participation policy in higher education, lower retention rates for students from less advantaged socio-economic circumstances have potential to undermine the social inclusion agenda of HE. This might be an issue in Europe but is not necessarily the case elsewhere. In this paper we consider statistical data on Australian university students from under-represented groups, retained at similar rates to those of their more advantaged peers. Our data also include print and online media commentary on student retention. In our analysis we draw on Bourdieu’s social theory, particularly his conceptual tools of ‘cultural capital’ and field ‘distinction’. We argue that less-advantaged Australian university students appear to have greater access to the cultural capital privileged in higher education institutions. This tends to undermine claims of retention problems, and of ‘setting up students to fail’, which dominate quasi-policy media forums and have more to do with mitigating a perceived threat to the distinctive character of higher education. Following Wilkinson and Pickett’s observations on the distribution of economic capital within societies, we suggest that the more even the distribution of cultural capital across systems, institutions and groups, the less students’ socio-economic status has to do with their retention in higher education.

scholarly journals The Impact of Family Capital on Farmers’ Participation in Farmland Transfer: Evidence from Rural China

Land ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1351
Author(s):  
Jing Xu ◽  
Jing Huang ◽  
Zhengfeng Zhang ◽  
Xiaokun Gu
Keyword(s):  
Social Capital ◽  
Human Capital ◽  
Cultural Capital ◽  
Rural China ◽  
Economic Capital ◽  
Four Dimensions ◽  
Land Transfer ◽  
Family Capital ◽  
Using Data ◽  
The Impact

Family capital provides diverse and effective resources for production and livelihood of farmers, and thus profoundly determines farmers’ behavior in the decision-making process, yet the specific impact of family capital on farmers’ participation in farmland transfer has not been adequately examined. Based on a theoretical analysis, this paper divides family capital into four dimensions: human capital, economic capital, social capital, and cultural capital, and empirically analyzes the impact of different types of family capital on farmers’ participation in farmland transfer by using data on farmers in the 2018 China Family Panel Studies (CFPS) database. The results show that human capital, economic capital, and cultural capital all have significant impacts on both farmland transfer-out and transfer-in behavior, while social capital only plays a significant role in farmland transfer in. In order to accelerate the development process of farmland transfer in China, it is necessary to actively guide surplus rural labor towards non-agricultural employment, improve the farmland system and build a land transfer trading platform to promote the transfer of farmland to households with a good agricultural base, and strengthen social security construction to reinforce the enthusiasm of farmers engaging in land transfer.

The third digital divide and Bourdieu: Bidirectional conversion of economic, cultural, and social capital to (and from) digital capital among young people in Madrid

2020 ◽  
pp. 146144482093325 ◽  
Author(s):  
Daniel Calderón Gómez
Keyword(s):  
Social Capital ◽  
Young People ◽  
Cultural Capital ◽  
Digital Divide ◽  
Qualitative Interviews ◽  
Economic Capital ◽  
The Third ◽  
Barriers To Access ◽  
Access To Knowledge ◽  
Digital Capital

Based on Bourdieu’s theory, this article focuses on the third-level digital divide in relation to offline outcomes of Internet use. Based on 30 in-depth qualitative interviews with young people in Madrid, we analyzed the mechanisms used to convert three main forms of capital—economic, cultural, and social—into digital capital (DC) and the subsequent reconversion of DC back into the three main forms of capital. We conclude that economic capital is the most basic form of digital inequality, imposing material barriers to access. Cultural capital is transformed into DC through people’s techno-socialization, while social capital is converted into DC by means of social practices and social support. DC can be retransformed into each of the three main forms of capital: to economic capital by means of professional networking and access to goods; to cultural capital through access to knowledge; and into social capital by the differential management of social ties.

scholarly journals Equidad en la educación superior en México: la necesidad de un nuevo concepto y nuevas políticas

2012 ◽  
Vol 20 ◽  
pp. 4 ◽  
Author(s):  
Marisol Silva Laya
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Young People ◽  
Cultural Capital ◽  
Educational Equity ◽  
Equal Access ◽  
Quality Requirements ◽  
Mexican State ◽  
Basic Quality ◽  
Compensatory Programs

This article analyzes equity in Mexican higher education. It suggests a new conceptualization in educational equity based on a social justice definition that includes: effective access, compensation of inequalities, assuring permanence, and the achievement of meaningful results. Based on this framework, there is a warning that despite policies aimed at democratizing this public good, the education system still excludes thousands of young people from poor areas, and so many others are inadequately attended. The Mexican State has failed to ensure equal access for young people coming from disadvantaged areas and who have a different socio-economic and cultural background. In this light the meritocratic approach is questioned as a fair measure of distribution and advocates for the implementation of compensatory programs and affirmative action. In terms of school permanency, it is mentioned that the strategies and institutions addressed to the population that was excluded, do not always fulfill the basic quality requirements –infrastructure, teachers, libraries, technology, and must of all, relevant teaching practices. All this is deemed important in order to respond to the particular needs associated with youth’s low cultural capital in vulnerable areas. A way to overcome these problems is to generate equity policies that can guarantee a fair distribution of higher education that takes into account the disadvantages of large segments of young people so that their needs are addressed adequately.

Formacja prawnika wyzwaniem czasów

2017 ◽  
Vol 15 (2) ◽  
pp. 267-286
Author(s):  
Stanisław Leszek Stadniczeńko
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Young People ◽  
Personality Traits ◽  
Point Of View ◽  
Job Market ◽  
Social Lives ◽  
New Vision ◽  
Political Disputes

The author considers the questions relating to the formation of lawyers’ professional traits from the point of view of the significance which human capital and investment in this capital hold in contemporary times. It follows from the analyses, which were carried out, that the dire need for taking up actions with the aim to shape lawyers appears one of the most vital tasks. This requires taking into account visible trends in the changing job market. Another aspect results from the need for multilevel qualifications and conditions behind lawyers’ actions and their decisions. Thus, colleges of higher education which educate prospective lawyers, as well as lawyers’ corporations, are confronted by challenges of forming, in young people, features that are indispensable for them to be valuable lawyers and not only executors of simple activities. The author points to the fact that lawyers need shaping because, among others, during their whole social lives and realization of professional tasks their personality traits and potential related to communication will constantly manifest through accepting and following or rejecting and opposing values, principles, reflexions, empathy, sensitivity, the farthest-fetched imagination, objectivism, cooperation, dialogue, distancing themselves from political disputes, etc. Students of the art of law should be characterized by a changed mentality, new vision of law – service to man, and realization of standards of law, as well as perception of the importance of knowledge, skills, attitudes and competences.

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