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How does cultural capital affect educational performance: Signals or skills?
dc.contributor.authorBreinholt, Asta
dc.contributor.authorJæger, Mads Meier
dc.date.accessioned2020-01-13T15:07:42Z
dc.date.availableWITHHELD_13_MONTHS
dc.date.available2020-01-13T15:07:42Z
dc.date.issued2020-01
dc.identifier.citationBreinholt, Asta; Jæger, Mads Meier (2020). "How does cultural capital affect educational performance: Signals or skills?." The British Journal of Sociology (1): 28-46.
dc.identifier.issn0007-1315
dc.identifier.issn1468-4446
dc.identifier.urihttps://hdl.handle.net/2027.42/152694
dc.description.abstractIn this paper, we test two mechanisms through which cultural capital might affect educational performance: (a) teachers misinterpreting cultural capital as signals of academic brilliance and (b) cultural capital fostering skills in children that enhance educational performance. We analyse data from the ECLS‐K and ECLS‐K:2011 from the United States and focus on three aspects of children’s cultural capital: participation in performing arts, reading interest and participation in athletics and clubs. We find that (1) none of the three aspects of cultural capital that we consider affects teachers’ evaluations of children’s academic skills; (2) reading interest has a direct positive effect on educational performance; and (3) the direct effect of reading interest on educational performance does not depend on schooling context. Our results provide little support for the hypothesis that cultural capital operates via signals about academic brilliance. Instead, they suggest that cultural capital fosters skills in children that enhance educational performance. We discuss the theoretical implications of our findings.
dc.publisherRoutledge & Kegan Paul
dc.publisherWiley Periodicals, Inc.
dc.subject.otherteacher bias
dc.subject.otherschooling context
dc.subject.othernon‐cognitive skills
dc.subject.othereducational success
dc.subject.othercultural capital
dc.titleHow does cultural capital affect educational performance: Signals or skills?
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelSociology
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/152694/1/bjos12711.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/152694/2/bjos12711_am.pdf
dc.identifier.doi10.1111/1468-4446.12711
dc.identifier.sourceThe British Journal of Sociology
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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