Research Of Relation Of High School Students' Family Cultural Capital And Study Achievement

Since the enrollment expansion of higher education,the opportunities for higher education enrollment for urban and rural students in China have increased,and the equalization of enrollment has been basically achieved.However,as for the quality of enrollment opportunities of higher education,urban-rural differences have been demonstrated,showing that urban-rural students have different access to undergraduate colleges.It has been found study stratification also exists in the high school.what's the reason for the study stratification? Bourdieu's cultural capital theory points out that students born in the middle class are ahead of the bottom students in starting educational stage.Getting into well-known universities and finding good jobs is just they copy the social status of their parents,cultural hegemony has been concealed and further rationalized in educational places.Therefore,based cultural capital theory and collect data on family cultural capital and study achievement from the high school students of six high schools(normal and vocational high school)in BY County,Jiangsu Province.Analyze and study the family cultural capital,study achievement and high school enrollment of urban and rural students.According to the theory,the study divides the family cultural capital into institutionalized,objectified and specific family cultural capital,and studies the relation between the family cultural capital and study achievement.Preliminary findings as following:First of all,urban and rural students show significant differences in family cultural capital and study achievement.The two have significant differences in parental education and family collections,on educational expectations and parental styles,urban-rural differences are small.Family location and family cultural capital correlation,finds institutionalized family-objectified family cultural capital are significantly related to the family location,but embodied family cultural capital show little correlation with the family location.As for study achievement,urban-rural students also showed significant differences,and the location of the family was significantly related to the student's study achievement.Second,family cultural capital significantly influences students' study achievement.The three cultural capital have mutual influence on the students' study achievement.Among them,embodied family cultural capital has the greatest impact on study achievement,and its indirect effect is less effective.Secondly,institutionalized family cultural capital has a greater impact on study achievement,and can indirectly affect study achievement through two other types of family cultural capital.Further exploring the educational expectations and the number of training courses and the collection of books,it is found that in the relation between institutionalized family cultural capital and study achievement,educational expectations show a greater intermediary role,which can affect the change of study achievement of 16.1%.In addition,it is found that educational expectations have the greatest impact on study achievement,and the influence of father's educational level on study achievement is also greater.Also,the study also explores the impact of family location on study achievement,family location variables can influence the interpretation of family cultural capital on study achievement.Finally,study the influence of family cultural capital on the enrollment high school enrollment level found,Family cultural capital has direct impact on high school enrollment levels,but to a lesser extent.However,considering the influence of study achievement on the enrollment level of high school,the study explores the indirect influence of family cultural capital on the enrollment level of high school.It is found entering the vocational high school,general high school or key high school is indirectly affected by family cultural capital.Therefore,to promote the equality of urban-rural high school enrollment opportunities,we must pay attention to students of the lack of family cultural capital through other educational channels,in addition,paying attention to the fairness of high school enrollment,and to promote the common development of vocational and normal high schools.