Table 1 Findings from studies on family social capital or family cultural capital on educational outcomes
Measure | Outcome | Results | Author(s), (Date) |
|---|---|---|---|
Family social capital | Educational aspirations | Coming from a two-parent family was associated with higher educational aspirations The number of siblings was not significantly related to educational aspirations Having siblings dropping out of school was associated with lower educational aspirations Family process variables (i.e., parental expectations about college attendance; parent‒child discussion on college financing, careers, and work) were significantly and positively related to educational aspirations | |
Academic achievement | Family social capital was a positive significant predictor of test scores | Dufur et al. (2013) | |
Academic achievement | Students living with a single parent earned significantly higher scores than students from other family structures when at lower income levels—no difference was found at middle and higher income levels Number of siblings and number of siblings who had dropped out of high school were significantly and negatively associated with achievement Nurturing activities and monitoring efforts had positive associations with achievement, except for parents checking on homework, which was negatively associated with achievement | Israel et al. (2001) | |
Educational aspirations | Family social capital significantly and positively impacts students’ educational aspirations | Shahidul et al. (2015) | |
Family cultural capital | Academic achievement (performance in reading literacy) | Parental objectified cultural capital had a positive effect on children's academic achievement | |
Academic achievement (performance in mathematics and science) | Embodied cultural capital (parental expectation of their children’s education) was significantly and positively associated with achievement in all 32 countries Objectified cultural capital (parental possession of books) and institutionalized cultural capital (parental education) were significantly and positively associated with achievement in most countries | Huang and Liang (2016) | |
Educational outcomes (reading literacy, sense of belonging at school, and occupational aspirations) | A statistically significant effect of both relational and static capital was found for all three outcomes (i.e., reading literacy, sense of belonging at school, and occupational aspirations), with particularly large effect sizes for relational and static cultural capitals on reading and for relational cultural capital on the sense of belonging at school | Tramonte and Willms (2010) | |
Educational performance (reading-literacy assessment scores) | Having high levels of basic home educational resources, more cultural communication with parents, being an active participant in cultural activities, and having works of art and books at home presented with positive effects on reading-assessment scores | Xu and Hampden-Thompson (2011) |