Exploring the Relationship between Cultural Capital and the Use of School Resources for Parental Involvement across Countries: Evidence from PISA 2018
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| Title: | Exploring the Relationship between Cultural Capital and the Use of School Resources for Parental Involvement across Countries: Evidence from PISA 2018 |
|---|---|
| Language: | English |
| Authors: | Fernando Senar (ORCID |
| Source: | Compare: A Journal of Comparative and International Education. 2025 55(3):459-477. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Cultural Capital, Parent Participation, School Policy, Cultural Differences, Gender Differences, Immigrants, Language Usage, Achievement Tests, Foreign Countries, Secondary School Students, Socioeconomic Status, Ethnicity |
| Geographic Terms: | Belgium, Brazil, Chile, Croatia, Dominican Republic, Georgia, Germany, Hong Kong, Ireland, Italy, South Korea, Luxembourg, Macau, Malta, Mexico, Panama, Portugal |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| DOI: | 10.1080/03057925.2023.2292519 |
| ISSN: | 0305-7925 1469-3623 |
| Abstract: | This study aims to explore the effect of cultural capital on the perception of parental involvement policies offered by schools in various countries. Using PISA (2018) data, a multilevel model is implemented for each participant country to adopt a comparative perspective. While the results suggest a complex effect, moderated by idiosyncratic country characteristics, the objectified component of cultural capital shows a positive trend pattern for most countries, with a higher effect size than institutionalised and embodied cultural capital, which show a somewhat more ambiguous pattern. Additionally, variables such as gender, immigrant status, and home language show a significant effect in some of the analysed countries, suggesting that they might act as moderators. The study discusses theoretical and practical implications, as well as future research. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467957 |
| Database: | ERIC |
| Abstract: | This study aims to explore the effect of cultural capital on the perception of parental involvement policies offered by schools in various countries. Using PISA (2018) data, a multilevel model is implemented for each participant country to adopt a comparative perspective. While the results suggest a complex effect, moderated by idiosyncratic country characteristics, the objectified component of cultural capital shows a positive trend pattern for most countries, with a higher effect size than institutionalised and embodied cultural capital, which show a somewhat more ambiguous pattern. Additionally, variables such as gender, immigrant status, and home language show a significant effect in some of the analysed countries, suggesting that they might act as moderators. The study discusses theoretical and practical implications, as well as future research. |
|---|---|
| ISSN: | 0305-7925 1469-3623 |
| DOI: | 10.1080/03057925.2023.2292519 |
