Abstract
This study aims to explore the effect of cultural capital on the perception of parental involvement policies offered by schools in various countries. Using PISA (2018) data, a multilevel model is implemented for each participant country to adopt a comparative perspective. While the results suggest a complex effect, moderated by idiosyncratic country characteristics, the objectified component of cultural capital shows a positive trend pattern for most countries, with a higher effect size than institutionalised and embodied cultural capital, which show a somewhat more ambiguous pattern. Additionally, variables such as gender, immigrant status, and home language show a significant effect in some of the analysed countries, suggesting that they might act as moderators. The study discusses theoretical and practical implications, as well as future research.
| Original language | English |
|---|---|
| Pages (from-to) | 459–477 |
| Number of pages | 19 |
| Journal | Compare : A Journal of Comparative and International Education |
| Volume | 55 |
| Issue number | 3 |
| Early online date | 15 Dec 2023 |
| DOIs | |
| Publication status | Published - 15 Apr 2025 |
Funding
The work was supported by the Agència de Gestió d’Ajuts Universitaris i de Recerca [2020 FISDU 00172].
Keywords
- Educational policies
- PISA 2018
- cultural capital
- multilevel modelling
- parental involvement
ASJC Scopus subject areas
- Education
Access to Document
- Cultural capital and the use of school resources for parental involvement across countries (accepted author manuscript)
This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 15 December 2023, available online: https://doi.org/10.1080/03057925.2023.2292519