Abstract
This paper employs Pierre Bourdieu's cultural capital theory to examine the extent to which students' cultural capital is related to teacher-student interaction in the context of feedback. The study uses PISA (2018) data to implement multilevel modelling for each participating country. The findings show that objectified and embodied components of cultural capital have a positive and statistically significant effect on students' perception of feedback across all countries. Institutionalised cultural capital, however, has no significant effect in most countries. Furthermore, the findings show that boys perceived receiving considerably more feedback than girls. Recommendations for future studies and implications for theory, practice and policy are discussed.
Original language | English |
---|---|
Article number | 101803 |
Journal | International Journal of Educational Research |
Volume | 109 |
Early online date | 16 Jun 2021 |
DOIs | |
Publication status | Published - 31 Dec 2021 |
Funding
This research was supported by Ministry of National Education (Turkey).
Keywords
- PISA
- Pierre Bourdieu
- cultural capital
- educational inequality
- multilevel modelling
- perceived feedback
- reading classrooms
ASJC Scopus subject areas
- Education