View in EDS HTML Full Text PDF Full Text

The effects of schools providing compensatory cultural capital on student reading in the case of Taiwanese students participating in PISA.

Saved in:
Bibliographic Details
Title: The effects of schools providing compensatory cultural capital on student reading in the case of Taiwanese students participating in PISA.
Authors: Chiang, Tien‐Hui (AUTHOR), Chiang, Pei‐Ming (AUTHOR), Lin, Su‐Wei (AUTHOR), Thurston, Allen (AUTHOR)
Source: British Educational Research Journal. Aug2025, Vol. 51 Issue 4, p1820-1852. 33p.
Subjects: Cultural capital, Educational resources, Academic achievement, Academic achievement testing, Programme for International Student Assessment, Low-income students, Taiwanese people, Regression analysis, Reading intervention
Geographic Terms: Taiwan
Abstract: The structural approach of cultural capital theories neglects the idea that the impact of structural constraints on educational results can be reduced by agency. This predicament can be solved when the advantages of abundant educational resources available in schools are unpacked, since doing so can compensate for the paucity of such resources often seen in the low‐socioeconomic status (SES) family social space. Although the gains available from such resources remain embedded in the school social space, it can be assumed that their compensatory function can be activated through reading activities that contribute significantly to students' cognitive development. This situation prompts two research questions related to the contributions of reading to academic disciplines such as mathematics and science, and the amelioration of the structural impact of SES and cultural capital on low‐SES students' learning outcomes. To explore these questions, we used regression analysis and hierarchical linear modelling (HLM) to analyse data from the stratified random sample of Taiwanese students (n = 7342) contained in the Programme for International Student Assessment (PISA) 2018 dataset. The estimates of regression analysis showed that reading ability functioned as a reliable indicator of Taiwanese students' mathematics and science scores on PISA 2018. The results of HLM analysis further demonstrated that the predominant influence of economic, social and cultural status and cultural capital can be attenuated significantly when the independent variables of school support and student personal efforts/learning strategies are considered. Accordingly, reading resources can be regarded as a compensatory genre of cultural capital embedded within the school social space, at least in the case of Taiwan, as the benefits they create need to be achieved through reading plans/projects scientifically implemented by schools. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 187391082
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The effects of schools providing compensatory cultural capital on student reading in the case of Taiwanese students participating in PISA.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chiang%2C+Tien‐Hui%22">Chiang, Tien‐Hui</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chiang%2C+Pei‐Ming%22">Chiang, Pei‐Ming</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lin%2C+Su‐Wei%22">Lin, Su‐Wei</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thurston%2C+Allen%22">Thurston, Allen</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Aug2025, Vol. 51 Issue 4, p1820-1852. 33p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cultural+capital%22">Cultural capital</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+resources%22">Educational resources</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement+testing%22">Academic achievement testing</searchLink><br /><searchLink fieldCode="DE" term="%22Programme+for+International+Student+Assessment%22">Programme for International Student Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwanese+people%22">Taiwanese people</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The structural approach of cultural capital theories neglects the idea that the impact of structural constraints on educational results can be reduced by agency. This predicament can be solved when the advantages of abundant educational resources available in schools are unpacked, since doing so can compensate for the paucity of such resources often seen in the low‐socioeconomic status (SES) family social space. Although the gains available from such resources remain embedded in the school social space, it can be assumed that their compensatory function can be activated through reading activities that contribute significantly to students' cognitive development. This situation prompts two research questions related to the contributions of reading to academic disciplines such as mathematics and science, and the amelioration of the structural impact of SES and cultural capital on low‐SES students' learning outcomes. To explore these questions, we used regression analysis and hierarchical linear modelling (HLM) to analyse data from the stratified random sample of Taiwanese students (n = 7342) contained in the Programme for International Student Assessment (PISA) 2018 dataset. The estimates of regression analysis showed that reading ability functioned as a reliable indicator of Taiwanese students' mathematics and science scores on PISA 2018. The results of HLM analysis further demonstrated that the predominant influence of economic, social and cultural status and cultural capital can be attenuated significantly when the independent variables of school support and student personal efforts/learning strategies are considered. Accordingly, reading resources can be regarded as a compensatory genre of cultural capital embedded within the school social space, at least in the case of Taiwan, as the benefits they create need to be achieved through reading plans/projects scientifically implemented by schools. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=187391082
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.4157
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
        StartPage: 1820
    Subjects:
      – SubjectFull: Cultural capital
        Type: general
      – SubjectFull: Educational resources
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Academic achievement testing
        Type: general
      – SubjectFull: Programme for International Student Assessment
        Type: general
      – SubjectFull: Low-income students
        Type: general
      – SubjectFull: Taiwanese people
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Reading intervention
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: The effects of schools providing compensatory cultural capital on student reading in the case of Taiwanese students participating in PISA.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chiang, Tien‐Hui
      – PersonEntity:
          Name:
            NameFull: Chiang, Pei‐Ming
      – PersonEntity:
          Name:
            NameFull: Lin, Su‐Wei
      – PersonEntity:
          Name:
            NameFull: Thurston, Allen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 01411926
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
ResultId 1