Research On The Influence Of Family Capital On Students' Educational Expectations

In today's society,education plays an increasingly important role in determining the future life and development of individuals.At the same time,education is also one of the important mechanisms that affect today's social mobility and social equity.Among them,family,as the most basic unit,plays a decisive role in the education of students.In recent years,although there are many studies on the expectations of students' education in China,most of them focus on the study of the correlation between family socioeconomic status and students' educational expectations,or the study of the influence of family background on students' educational expectations,ignoring the micro level of family capital factors,such as parent-child interaction,parental involvement,and parenting style.At the same time,the research focuses on whether students have college education expectation and the length of education expectation,but ignores the research on higher level(postgraduate)educational expectation of contemporary students.From the perspective of family capital,this paper examines the impact of specific factors of family economic capital,cultural capital and social capital on the expected years of education and the level of educational expectation.Through linear regression analysis and logistic regression analysis of CEPS2014 China Education Tracking Data,it is found that after entering various control variables and family capital variables,family economic conditions have a negative impact on the student's educational expectations and on whether students have graduate-level educational expectations,and have no significant impact on whether students have undergraduate education expectations.The factor that has the greatest impact on children's educational expectations is the expectation of their parents to their children,namely,the parents'expectations of their children's education,their parents' confidence in their children,and their parents' requirements for their children's performance.In the family cultural capital,the number of interests and hobbies that parents cultivate in their children has a much higher impact on the expected years and levels of education of students than their parents' educational level and participation in extracurricular tutoring classes and interest classes.This finding also provides a certain reference for parents' parenting style.Not all parental involvement is conducive to the improvement of children's educational expectations.The frequency with which parents check their children's homework and guide their children's homework has no positive effect on students'educational expectations,but has a negative effect.The educational level of fathers and mothers has a lower impact on students' expectations of graduate education than whether they have the expectation of undergraduate education.The father's occupation has a significant impact on whether students have the expectation of undergraduate education,but has no significant influence on whether students have graduate education expectations.According to the research results of the article,this paper also proposes a corresponding path to improve students' educational expectations,in order to eliminate the negative impact of family capital on students' educational expectations,and also hopes that in the further research,factors such as family economy,culture and social capital interactions will be introduced to examine the influence of students'educational expectations.