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What PISA and ASPIRES Studies Tell Us about the Nuanced Influence of Cultural Capital on Student Learning: Construct Complexity, Student Outcomes and Contexts
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Tan, Cheng Yong – British Educational Research Journal, 2020
This article juxtaposes the evolving scholarship investigating the influence of cultural capital on student learning and the developing trajectory of sociologists employing quantitative research methods. It critically reviews results from 34 studies analysing PISA or ASPIRES data to generate three key insights demonstrating complexities in…
Descriptors: Achievement Tests, Cultural Capital, Literacy, Parent Influence