Provides an overview of quantitative studies of cultural capital effects on student achievement

Discusses salient theoretical issues that characterize ongoing debates in the field

Illustrates how researchers can employ international comparative data to conduct research on cultural capital theory

Dr. Cheng Yong TAN is an associate professor at Faculty of Education, The University of Hong Kong. His research interests are socioeconomic status, cultural capital theory, parenting, academic achievement, educational leadership and policy as well as school effectiveness.

This book focuses on the relationship between cultural capital and student achievement. It fills the gap in the literature on large-scale quantitative studies of the effects of cultural capital. In particular, the review of empirical evidence presented, especially that from studies analyzing large-scale, international data from the Programme for International Student Assessment (PISA), makes a substantial contribution to the literature. This review addresses the knowledge gap on reviews investigating the effects of different forms of cultural capital on student achievement as compared to the more established evidence base in the related field of socioeconomic status.

2 Overview of cultural capital effects on student achievement.-               

3 Cultural capital, socioeconomic status, and school processes.-

4 Cultural capital effects in different contexts.- 

5 Conclusion.-   

References.