Jæger Mads Meier, Møllegaard Stine
Department of Sociology, University of Copenhagen, Øster Farimagsgade 5, 1353 Copenhagen K, Denmark.
Department of Sociology and Nuffield College, University of Oxford, Manor Road, Oxford OX1 3UQ, United Kingdom.
Soc Sci Res. 2017 Jul;65:130-144. doi: 10.1016/j.ssresearch.2017.04.003. Epub 2017 Apr 19.
In this paper we use new data on Danish monozygotic (MZ) twins to analyze the effect of cultural capital on educational success. We report three main findings. First, cultural capital has a positive direct effect on the likelihood of completing the college-bound track in Danish secondary education. Second, cultural capital leads teachers to form upwardly biased perceptions of children's academic ability, but only when their exposure to children's cultural capital is brief (as in oral and written exams) rather than long (as in grades awarded at the end of the school year). Third, we find that the positive direct effect of cultural capital on educational success is higher for children from high-socioeconomic status (SES) backgrounds than for those from low-SES backgrounds. This result suggests that high-SES children are more likely to be in schooling contexts that enable them to convert cultural capital into educational success.
在本文中，我们使用丹麦同卵双胞胎的新数据来分析文化资本对教育成就的影响。我们报告了三个主要发现。第一，文化资本对完成丹麦中等教育大学预科课程的可能性有积极的直接影响。第二，文化资本会使教师对孩子的学术能力形成向上偏差的认知，但这仅在他们对孩子文化资本的接触是短暂的（如在口试和笔试中）而非长期的（如在学年末给出的成绩中）情况下才会出现。第三，我们发现，文化资本对教育成就的积极直接影响在高社会经济地位（SES）背景的孩子中比在低SES背景的孩子中更高。这一结果表明，高SES的孩子更有可能处于能使他们将文化资本转化为教育成就的学校环境中。
