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Students' Interactional Cultural Capital and Academic Performance in Test- and Teacher-Based Assessments
1Department of Sociology, University of Amsterdam, Amsterdam, the Netherlands.
The British Journal of Sociology
|March 7, 2025
Summary
Students' interactional cultural capital, like knowledge of the educational system, positively impacts academic performance. This suggests cultural resources aid learning, not just through teacher bias.
Area of Science:
- Education
- Sociology
Background:
- Qualitative research indicates students' interactional cultural capital is crucial in educational settings.
- Interactional cultural capital refers to resources enabling navigation of educational institutions and gatekeepers.
Purpose of the Study:
- To quantitatively measure expressions of students' interactional cultural capital.
- To examine the relationship between interactional cultural capital and academic performance.
Main Methods:
- Utilized data from over 1200 Dutch primary school students in their final year.
- Employed quantitative analysis to assess associations between cultural capital expressions and academic outcomes.
Main Results:
- Positive associations found between knowledge of the educational system, perceived home-school cultural match, and academic performance.
- Relationships held true for both teacher and test-based assessments, indicating a direct learning benefit.
- Limited support for positive relations between help-seeking strategies and academic performance was observed.
- Socio-economic status (SES)-based performance gaps were reduced among students with higher educational system knowledge.
Conclusions:
- Interactional cultural capital, particularly educational system knowledge, positively influences academic achievement.
- Findings suggest cultural capital aids learning directly, rather than solely through teacher bias.
- Educational knowledge may promote cultural mobility by mitigating SES-based performance disparities.
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