Cultural Capital in East Asian Educational Systems
Cultural Capital in East Asian Educational Systems
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东亚教育体系中的文化资本
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
M. Brinton
中科院分区：
文献类型：
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作者：
Yōko Yamamoto;M. Brinton
在教育过程和社会阶层再生产的研究中，文化资本一直是一个重要但往往难以理解的概念。作者认为，这在一定程度上是因为一个国家的教育制度和评估学生在不同的教育过渡的方式设置的具体和客观的文化资本运作的机制的背景。而且，一些社会的父母投资于孩子的“影子教育”（课外课程或辅导）在关键的教育转型中，目前尚不清楚这是取代文化资本还是补充文化资本。作者使用了日本的数据，日本的教育制度严重依赖但不完全依赖标准化考试，在教育过程中，文化资本对学生学习成绩的影响主要表现在三个方面，即对考试的重视程度和对教师主观判断的重视程度。通过这种方式，作者阐明了具体化和客体化的文化资本对教育结果的影响方式。
Cultural capital has been an important but often elusive concept in the study of educational processes and social class reproduction. The authors suggest that this is partly because a country’s educational system and ways of evaluating students at different educational transitions set the context for the mechanisms through which embodied and objectified cultural capital operate. Moreover, parents in some societies invest in children’s “shadow education” (extracurricular classes or tutoring) at key educational transitions, and it is not clear whether this replaces cultural capital or supplements it. The authors use data from Japan, a country whose educational system depends heavily but not exclusively on standardized examinations, to examine how cultural capital affects students’ progress at three points in the educational process that involve different relative emphasis on examinations and on teachers’ subjective judgment. In this way, the authors clarify the ways that embodied and objectified cultural capital exert effects on educational outcomes.