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Cultural capital and school success:...

Byun, Soo-yong.

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Cultural capital and school success: The case of South Korea.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Cultural capital and school success: The case of South Korea./
作者:	Byun, Soo-yong.
面頁冊數:	75 p.
附註:	Advisers: David W. Chapman; Evan Schofer.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Education, Sociology of. -
ISBN:	9780549204312

Cultural capital and school success: The case of South Korea.
Byun, Soo-yong.

Cultural capital and school success: The case of South Korea. - 75 p.

Advisers: David W. Chapman; Evan Schofer.

Thesis (Ph.D.)--University of Minnesota, 2007.

This study explores the role of cultural capital in school success in South Korea. Using representative data from the 2004 Korean Education and Employment Panel (KEEP), the author found that while cultural capital is to some extent transmitted from parents to children, a form of cultural capital (i.e. reading habits) does have a positive net effect on South Korean senior's student achievement, in particular, in regard to the language subjects such as Korean and English, even after all other variables are controlled. However, another form of cultural capital (i.e. participation in high-brow culture) does not have a significant effect on student achievement. In fact, the analyses of the structural equation models show that participation in high-brow culture has a negative direct effect on prior ability and in turn a negative indirect effect on student achievement, which indicates that this particular form of cultural capital does interrupt school success in South Korea, rather than to promote it. While this finding contrasts strikingly with evidence found in Western societies such as the United States where high-brow cultural activities have a positive net effect on student achievement, some characteristics of the South Korean education system such as long hours of study and competitive examinations may provide a possible explanation. In South Korea, the majority of the youth, in particular, those in high school, spend most of their waking hours preparing for the university entrance examinations. In this situation, students who spend much of their time participating in high-brow culture may be academically disadvantaged because such high-brow cultural activities inevitably deprive them of time that could have been devoted to study. Implications from the study suggest that, while whether cultural capital is rewarded in terms of student achievement depends on the education system, future avenues of research focus on what types of cultural capital can be legitimate, operate at an advantage for school success, and thus be worthy of being socially sought and possessed in South Korea.

ISBN: 9780549204312Subjects--Topical Terms:

626654
Education, Sociology of.

Cultural capital and school success: The case of South Korea.
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500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3339.
502 $a Thesis (Ph.D.)--University of Minnesota, 2007.
520 $a This study explores the role of cultural capital in school success in South Korea. Using representative data from the 2004 Korean Education and Employment Panel (KEEP), the author found that while cultural capital is to some extent transmitted from parents to children, a form of cultural capital (i.e. reading habits) does have a positive net effect on South Korean senior's student achievement, in particular, in regard to the language subjects such as Korean and English, even after all other variables are controlled. However, another form of cultural capital (i.e. participation in high-brow culture) does not have a significant effect on student achievement. In fact, the analyses of the structural equation models show that participation in high-brow culture has a negative direct effect on prior ability and in turn a negative indirect effect on student achievement, which indicates that this particular form of cultural capital does interrupt school success in South Korea, rather than to promote it. While this finding contrasts strikingly with evidence found in Western societies such as the United States where high-brow cultural activities have a positive net effect on student achievement, some characteristics of the South Korean education system such as long hours of study and competitive examinations may provide a possible explanation. In South Korea, the majority of the youth, in particular, those in high school, spend most of their waking hours preparing for the university entrance examinations. In this situation, students who spend much of their time participating in high-brow culture may be academically disadvantaged because such high-brow cultural activities inevitably deprive them of time that could have been devoted to study. Implications from the study suggest that, while whether cultural capital is rewarded in terms of student achievement depends on the education system, future avenues of research focus on what types of cultural capital can be legitimate, operate at an advantage for school success, and thus be worthy of being socially sought and possessed in South Korea.
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