Cultural Capital Acquisition Through Maternal Migration: Educational Experiences of Filipino Left-Behind Children

2013 ◽  
pp. 250-264
Keyword(s):  
Cultural Capital ◽  
Educational Experiences ◽  
Left Behind ◽  
Capital Acquisition

UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

2017 ◽  
Author(s):  
Max Antony-Newman
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Cultural Capital ◽  
Social Inequality ◽  
Extracurricular Activities ◽  
Social Reproduction ◽  
Educational Experiences ◽  
Pierre Bourdieu ◽  
Structured Interviews ◽  
Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

scholarly journals Makna Pendidikan Multikultural bagi Siswa

2014 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Murni Eva Marlina
Keyword(s):  
Social Change ◽  
Cultural Capital ◽  
Education System ◽  
Social Problem ◽  
The Other ◽  
Community Members ◽  
Left Behind ◽  
Local Leader ◽  
It Practices ◽  
Developing Society

Indonesia is a multicultural and developing country. Yet nowadays many social problems are taking place in various fields of life. By comparing with the other multicultural country in the ASEAN region, it is still being left behind by Singapore and Thailand. As the November 1997 monatary crises, so that implied to another sectors. Consequently, cultural capital as collective power of community such as togetherness, solidarity, cooperation, tolerance, trust, and responsibility which are hold by each community members, have been weakening even nearly broken. Such dynamic and developing society like Indonesia very need attention. As national and local leader, the experts in social and educational matter obligated to serve as agent of social change for the society. Th plural condition of Indonesian society such as ethnic, race, religion, and social status to contibute on development of society. Therefore, containing multicultural matter to education system is very important, either as substance or model of learning due to could contribute in debriefing, developing insight and personality of students. Beside it practices students in facing social problem in middle of their community.

scholarly journals Using Cultural Capital in the ESL Classroom: One Teacher’s Journey

2018 ◽  
Vol 7 ◽  
pp. 28-32
Author(s):  
Dovis Pollock
Keyword(s):  
International Students ◽  
Cultural Capital ◽  
Creative Process ◽  
Soft Skills ◽  
Educational Experiences ◽  
Point Of View ◽  
Metacognitive Skills ◽  
Behavioral Issues ◽  
Definition Of ◽  
Simple Definition

Bourdieu’s concept of cultural capital can help ESL instructors develop professionally and can lead to other related concepts that can address behavioral issues in the classroom and facilitate instruction. To illustrate my professional journey, I begin by focusing on a simple definition of cultural capital and consider how it relates to other areas such as soft skills and metacognitive skills. The educational experiences with respect to cultural capital and other skills that many of our international students have can vastly differ from what is found in American classrooms. This is especially true of students who have been taught in a culture where they memorize facts, do not ask questions or argue their point of view, and have not been involved in any creative process related to learning. Therefore, it is important to explicitly teach these skills. I conclude by sharing some examples of how I addressed and taught cultural capital in the classroom and give ideas of how to create one’s own mini-lessons.

scholarly journals Developing Cognitive Academic Language Proficiency: The Journey

2005 ◽  
Vol 23 (1) ◽  
pp. 1 ◽  
Author(s):  
Hetty Roessingh ◽  
Pat Kover ◽  
David Watt
Keyword(s):  
Cultural Capital ◽  
Postsecondary Education ◽  
Language Proficiency ◽  
Academic Language ◽  
Comparison Group ◽  
Educational Experiences ◽  
Academic Language Proficiency ◽  
Cognitive Academic Language Proficiency ◽  
Esl Learners

This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and outcome measures appear similar on the surface for all 47 students, variability in the subscores of the outcomes measure provided the catalyst for taking a closer look at progress during the ESL program. The outcomes provide a refined understanding of the development of cognitive academic language proficiency, and in particular the role of underlying proficiency and structured ESL support. The data suggest that the youngest arrivals (i.e., those aged 6-11) remain at risk in their postsecondary education. The outcomes also suggest that the acquisition of cultural capital and metaphoric competence remains a challenge for all learners.

Study tours and the diversification of cultural capital acquisition

2016 ◽  
Vol 9 (1) ◽  
pp. 70-86 ◽  
Author(s):  
Michael H. Slotkin ◽  
Alexander R. Vamosi ◽  
Enrique M. Perez ◽  
Christopher J. Durie ◽  
Jarin R. Eisenberg
Keyword(s):  
Cultural Capital ◽  
International Travel ◽  
Sample Population ◽  
Program Participation ◽  
Content Type ◽  
Population Means ◽  
Traditional Student ◽  
Study Tour ◽  
Capital Acquisition ◽  
First Time

Purpose This paper aims to provide evidence on the role study tours play in expanding student cultural capital via increased confidence in international travel. Design/methodology/approach In this paper, survey data from individuals who participated in a study tour experience offered by a Florida-based university are analyzed for the assessment of cultural capital acquisition across select demographic types. Results are derived for paired difference tests as well as differences in population means. Findings Findings indicate that students participating in study tours did, in fact, gain confidence in engaging in international travel, especially so for first-time passport users and female participants. Research limitations/implications The study was limited because of the size of the sample population. It is likely that significant relationships via other demographic cohorts will unfold as program participation increases. Practical implications Study tours represent a viable pathway for the acquisition of cultural capital. Social implications Study tours present a unique means of providing students a first-hand global experience, and when marketed to a non-traditional student population, offer opportunities for acquisition of cultural and social capital that could not be achieved through non-experiential means. Originality/value The results of this study show that the study tour experience enriched the cultural capital of student participants through an increase in confidence associated with traveling abroad. The benefits of the study tour were widespread, as virtually, all population groups analyzed tended to gain confidence in traveling abroad, even those who had prior experience traveling internationally. This paper also suggests future pathways for research based on other demographic cohorts.

A Close Look at No Child Left Behind

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 1-29
Author(s):  
Susan Boswell
Keyword(s):  
No Child Left Behind ◽  
Left Behind
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