scholarly journals Exploring the Factors that Impact Students' Transitions to University in Australia

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Fangyao Zhang
Keyword(s):  
Cultural Capital ◽  
Influential Factors ◽  
Educational Opportunities ◽  
Disadvantaged Students ◽  
Social And Cultural Capital ◽  
Transition Outcomes ◽  
Extra Curricular Activities ◽  
Australian Education ◽  
The Government ◽  
Geographical Locations

There are prominent gaps in educational opportunities and academic outcomes in the Australian education system. The government has made efforts to narrow the gaps and increase the proportion of Australians with higher education qualifications. However, disadvantaged students still lack access to educational opportunities and resources, and are underrepresented in university populations. This essay explores the influential factors that can affect young people's academic and transition outcomes, which involve students' socioeconomic status (SES) backgrounds, engagement in extra-curricular activities and geographical locations. This essay also mainly draws on Bourdieu's theory on social and cultural capital to explain the associations between those factors and students' transitions to university in Australia. 

Reflections on Brown vs. Board of Education and School Integration Today

2019 ◽  
Vol 26 ◽  
pp. 37-57
Author(s):  
Lawrence Blum ◽  
Keyword(s):  
Cultural Capital ◽  
Disadvantaged Students ◽  
School Integration ◽  
Board Of Education ◽  
Educational Justice ◽  
Social And Cultural Capital ◽  
Education Today ◽  
Education Decision ◽  
Equality In Education ◽  
Middle Class Families

The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends demeaning messages to the disadvantaged students and messages of unwarranted superiority to the advantaged. Parents, teachers, and schools can adopt a justice perspective that avoids these deleterious aspects of the capital argument, and helps create a community of equals inside the integrated school. Struggles for educational justice must remain closely linked with struggles of both a class- and race-based nature for other forms of justice in the wider society.

scholarly journals The Role of Parental Cultural Capital in Student’s Career Selection at Higher Education Level in District Layyah

2021 ◽  
Vol VI (III) ◽  
pp. 97-105
Author(s):  
Ghulam Abbas ◽  
Muhammad Farooq ◽  
Ayesha Chaudhary
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Selection Process ◽  
Career Decisions ◽  
Education Level ◽  
Career Selection ◽  
Social And Cultural Capital ◽  
Government Sector ◽  
The Government ◽  
External Forces

The career selection process is a very important decisionin every student’s life. Many factors are affecting before thetaking a decision on their future career. In this study, the researcher wants toinvestigate the influence of respondents’ parental cultural capital of selectedareas. Some other factors like; the profession of their parents, their residenceand the income of their family on the career selection process of 320students of tertiary level education from the government sector graduatecolleges of District Layyah. In this study, the researcher also investigatedthose students who are studying in the B.S. program; either they are in theirown will, or they faced some external forces with selecting this field of study.For this proposal, the data was collected through a questionnaire. The resultsshow the parents influence as most significant in the career selection processof the students at the higher education level. It is recommended that parentsequally mobilize their resources, such as social and cultural capital, to theirchildren. This will help them make wise career decisions.

scholarly journals The experience of BME commuting students

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Susan Virginia Smith
Keyword(s):  
Cultural Capital ◽  
Academic Engagement ◽  
Degree Attainment ◽  
Learning Experience ◽  
Social And Cultural Capital ◽  
Extra Curricular Activities ◽  
Attainment Gap ◽  
Family Home ◽  
Infrastructural Support ◽  
Minority Ethnic

The reasons for the black and minority ethnic (BME) student degree attainment gap are complex and multifactorial. However, it appears that increasing numbers of all students are commuting to campus from the parental and family home, something now disproportionately exemplified by BME students at Leeds Beckett University.This paper outlines findings from a small, qualitative project focusing on commuting BME undergraduates and explores how their issues and needs have been addressed through a range of cultural, infrastructural and curricular interventions.The main issue of concern which supports the recent report (Thomas and Jones, 2017) is that many commuting BME students will prioritise academic engagement but are unaware of the wider social and cultural capital that can be gained from participating in extra-curricular activities. It is clear that some difficulties faced by BME commuting students are identical to those faced by all commuting students: stress, impractical timetabling and assessment deadlines, ‘invisibility’. BME students (commuting and non-commuting) are already often disadvantaged by a poorer learning experience than that of their peers and consequently by lower degree attainment (Richardson, 2008a & b, Newbold et al., 2011) and reduced employability (Allen, 2016), an inequality that may be compounded in the case of those disproportionately high numbers of BME students who also commute. University action must be situated within a broader framework of inclusive academic practice, drawing on a “holistic engagement vision” (Pickford, 2016, p. 31) of infrastructural support and partnership working between students and staff.

scholarly journals Yueju – The Formation of a Legitimate Culture in Contemporary Shanghai

2011 ◽  
Vol 4 (1) ◽  
pp. 213-227
Author(s):  
Haili Ma
Keyword(s):  
Cultural Capital ◽  
Cultural Development ◽  
Financial Investment ◽  
Social And Cultural Capital ◽  
Cultural Form ◽  
Chinese City ◽  
Cultural Innovation ◽  
The Reformation ◽  
The Government

This article presents a case study of the development of a local cultural form – Shanghai Yueju – caught up in the rapid urban redevelopment of post-socialist China. Using Pierre Bourdieu’s concepts of ’habitus’ and ’distinction’, it analyses the processes of the reformation of taste and class in a Chinese city. It explores the following question: can high levels of financial investment revive Yueju and allow it to gain market success and cultural distinction? The question is examined in the context of Shanghai’s swift urbanisation process, throughout which the government has reinforced its control over not only economic but also social and cultural capital. It suggests that ignoring Yueju’s rootedness in a local habitus of long history and focusing only on its economic organisation has had a damaging effect on the vibrancy and viability of this cultural form. This case study of Yueju in Shanghai suggests that economically driven cultural development could lead to the erosion of local culture and restricting its social and cultural innovation.

Wat bepaalt het succes van allochtonen op de arbeidsmarkt?

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Jaap de Koning ◽  
Olivier Tanis ◽  
José Gravesteijn-Ligthelm
Keyword(s):  
Human Capital ◽  
Cultural Capital ◽  
Labour Market ◽  
Ethnic Minorities ◽  
Psychological Factors ◽  
Labour Force ◽  
Social And Cultural Capital ◽  
Level Of Education ◽  
The Government ◽  
Positive Factor

What determines the success that ethnic minorities have in the labour market? What determines the success that ethnic minorities have in the labour market? Ethnic minorities hold a much stronger position in the labour market nowadays than they used to some time ago. This improvement started in the middle of the 1990s and is visible in both an absolute sense as well as in relation to the indigenous Dutch. Approximately half the potential labour force of ethnic minorities has a job. Most of these jobs are permanent, are paid well above the statutory minimum wage and are of average professional level. This article addresses the central issue of why some members of ethnic minorities are successful in the labour market while others are not. The analyses are based on surveys of ethnic minorities in 2002 and 2003 and point to the important role human capital plays in determining the success in the labour market. Social and cultural capital are also of importance here. At most half of the variance of the variables indicating success can be explained by the estimated models, suggesting that other factors also play a role. Interviews with almost a hundred members of ethnic minorities who are successful in the labour market indicate that psychological factors and persistence are probably important here too. A large number of respondents mentioned the stimulating role played by their parents and families, however, the latter's level of education did not seem to be relevant. Successful ethnic minority members often worked for companies that offered them opportunities. This could also be regarded as a factor for success. Finally, many members of ethnic minorities did not consider the government to have been a positive factor in their success.

scholarly journals International Reverse Transfer Students: A Critical Analysis Based on Field, Habitus, and Social and Cultural Capital

2020 ◽  
Vol 48 (4) ◽  
pp. 376-399
Author(s):  
Yu “April” Chen ◽  
Ran Li ◽  
Linda Serra Hagedorn
Keyword(s):  
Community Colleges ◽  
International Students ◽  
Cultural Capital ◽  
Transfer Students ◽  
Learning Experiences ◽  
Influential Factors ◽  
Reverse Transfer ◽  
Social And Cultural Capital ◽  
Reverse Transfer Students ◽  
Reverse Transfers

Objective: International reverse transfer students are international students who begin their postsecondary journey at a four-year institution but subsequently transfer to a community college. In this qualitative study, we examine the lived experiences of international reverse transfers to understand the reasons for reverse-transfer and to understand the students’ learning experiences. Methods: Using a phenomenological approach, we recruited 10 international reverse transfer students attending one four-year university or one of the two community colleges. We conducted individual interviews with all participants and analyzed transcript data through Bourdieu’s sociological theory of field, habitus, and social and cultural capital. Results: We identified three types of international reverse transfer students: undergraduate reverse transfers, temporary reverse transfers, and postbaccalaureate reverse transfers. Each type reported different reasons for reverse transfer but shared similar influential factors of the reverse transfer process as well as the learning experiences while enrolled at the community colleges. Contributions: This study helps to fill an information and research gap regarding international reverse transfer students. We present the academic, social, and cultural challenges faced by international students and offer practical implications for higher education practitioners for improved understandings and better processes to serve international students from diverse cultural backgrounds.

Socio-cultural Resource for Kazakhstan Modernization

2012 ◽  
pp. 74-82 ◽  
Author(s):  
A. Stavinskaya ◽  
E. Nikishina
Keyword(s):  
Social Capital ◽  
Cultural Capital ◽  
Competitive Advantages ◽  
Institutional Reforms ◽  
Cultural Resource ◽  
Bonding Social Capital ◽  
Social And Cultural Capital ◽  
The Social ◽  
Social And Economic Development ◽  
Cultural Features

The opportunities of the competitive advantages use of the social and cultural capital for pro-modernization institutional reforms in Kazakhstan are considered in the article. Based on a number of sociological surveys national-specific features of the cultural capital are marked, which can encourage the country's social and economic development: bonding social capital, propensity for taking executive positions (not ordinary), mobility and adaptability (characteristic for nomad cultures), high value of education. The analysis shows the resources of the productive use of these socio-cultural features.

Engaging Diaspora in Reconciliation Efforts in Sri Lanka: Lessons Learnt

2020 ◽  
Vol 17 (1) ◽  
pp. 7-16
Author(s):  
Amjad Mohamed-Saleem
Keyword(s):  
Sri Lanka ◽  
Cultural Capital ◽  
Trust Building ◽  
Social And Cultural Capital ◽  
Engagement Strategies ◽  
Post Conflict ◽  
Lessons Learnt ◽  
The World ◽  
Conflict Reconciliation ◽  
National Framework

With nearly three million Sri Lankans living overseas, across the world, there is a significant role that can be played by this constituency in post-conflict reconciliation.  This paper will highlight the lessons learnt from a process facilitated by International Alert (IA) and led by the author, working to engage proactively with the diaspora on post-conflict reconciliation in Sri Lanka.  The paper shows that for any sustainable impact, it is also critical that opportunities are provided to diaspora members representing the different communities of the country to interact and develop horizontal relations, whilst also ensuring positive vertical relations with the state. The foundation of such effective engagement strategies is trust-building. Instilling trust and gaining confidence involves the integration of the diaspora into the national framework for development and reconciliation. This will allow them to share their human, social and cultural capital, as well as to foster economic growth by bridging their countries of residence and origin.

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