Table 2 Measures of family social capital and family cultural capital utilised in studies of various educational outcomes
Measure | Indicator | Author(s), (Date) |
|---|---|---|
Family social capital | Structural component—family structure; the number of siblings; the number of siblings who dropped out of high school Process component—parental expectations about college attendance; parent‒child discussion on college financing, careers, and work | |
Parental trust in child; parent‒child discussion on various issues; whether parents check on homework; parental attendance at school meetings and events | Dufur et al. (2013) | |
Number of parents in the household; the number of siblings; the number of siblings who dropped out of high school Nurturing activities: parental expectations about college attendance; parent‒child discussion on school matters Monitoring efforts: whether parents check on homework; how much parents limit TV viewing; the amount of time the child spends at home alone after school | Israel et al. (2001) | |
Family composition; the number of siblings Parents’ expectations for their children’s educational attainment; parents’ participation in school programs and number of college visits with children; parent‒child ties (i.e., sports-related joint activities; discussion of academic issues; direct parental advice on college choice) | Kim and Schneider (2005) | |
Family structure; the number of siblings Parental expectations about college attendance; parent‒child discussion on school activities and school matters | Sandefur et al. (2006) | |
Parental monitoring efforts Parental attendance at school activities; parental educational expectations of children Parent‒child discussion of future career | Shahidul et al. (2015) | |
Whether the mother works full-time Number of parents in the household; the number of siblings Parental monitoring efforts: whether parents monitor a child’s homework or know what the child is doing at all times Parental expectations about college attendance | Smith et al.(1995) | |
Family cultural capital | Family cultural possessions: the presence of highbrow cultural objects in the home Engagement in reading (i.e., the extent to which respondent reads for pleasure) Cultural communications (i.e., frequency of parent‒child communication on cultural and political issues) Home educational resources—availability of objects in the home used for educational purposes (i.e., dictionary, a quiet place to study, a desk for study, textbooks, number of calculators at home) | Andersen and Jæger (2015) |
Objectified—availability of classical literature, books of poetry, and works of art at home | ||
Highbrow cultural competence: parents enjoy going to a music concert or art gallery; have a certain artistic style or artist they prefer; have a classical composer that they enjoy listening to; are acquaintances with artists Family activities: parents give advice on what books to read/what music to listen to; do not enjoy watching soap operas; parent‒child discussion on movies, plays, and philosophical matters; family enjoys going to movies or watching a play together Linguistic aptitude: parents enjoy reading; know how to use a computer and the internet; converse in English without much difficulty; subscribe to or read English magazines and newspapers | Chang (2002) | |
Parental participation in the fine arts (i.e., attending art museums, historical museums, opera or ballet performances, classical music concerts, theatrical performances) Parental reading habits (i.e., regional or historical novels; thrillers; science fiction or war novels; Dutch literature; translated literature; literature in a foreign language) | De Graaf et al. (2000) | |
Embodied—Parental expectations of their children’s education; parental reading time and reading attitude Objectified—Parental possession of books Institutionalized—Parental education | Huang and Liang (2016) | |
Static cultural capital—Number of books at home; frequency of visits to museums or art galleries and attendance at an opera, ballet, classical symphony, or live theatre; frequency with which parents listen to classical music with children; ownership of musical instruments, classical literature, books of poetry and works of art at home Relational cultural capital—parent‒child discussion on political and social issues, books, films, or television programs; whether parents spend time just talking with their children; whether children enjoy talking about books with other people or going to a bookstore or library | Tramonte and Willms (2010) | |
Children’s participation in cultural activities (i.e., children’s visits to museums or art galleries and attendance at an opera, ballet, classical symphony, or live theatre) Cultural communication—parent‒child discussion on political and social issues; watching TV or films, and listening to classical music with parents Cultural possessions—ownership of works of art, classic literature, and books of poetry at home Home educational resources—having a dictionary, a quiet place to study, a desk for study, textbooks, and calculators at home | Xu & Hampden-Thompson (2011) | |
Objectified—availability of instruments, works of art, sports equipment, and encyclopedias at home; art centers near home Embodied—parents enjoy classical music; appreciate works of art; enjoy going to the movies, plays, and musicals; like watching news more than soap operas and entertainment shows; enjoy reading books; know how to use a computer and the internet; like to travel; involved in art-related organizations; go to art exhibitions or music concerts often; communicate in English fluently | Yu and Chung (2012) |