Journal of Behavioral Education

, Volume 6, Issue 2, pp 135–152

Educational capital: A proposed model and its relationship to academic and social behavior of students at risk

  • Vikki F. Howard
  • T. F. McLaughlin
  • Edward F. Vacha
Regular Papers

DOI: 10.1007/BF02110229

Cite this article as:
Howard, V.F., McLaughlin, T.F. & Vacha, E.F. J Behav Educ (1996) 6: 135. doi:10.1007/BF02110229

Abstract

We examine and review the relationships between variables descriptive of cultural and social capital and the development of a new term: educational capital. While school personnel can use demographic variables to predict outcomes, such predictors do not lend themselves to implementing treatments or programs which may more directly mediate the effects of unequal cultural, social and human capital across the population. To increase and improve the education capital of its constituents, school can: set high expectations, match student skill level with curricular materials, provide home work hotlines, set up peer tutoring programs, develop partnerships with businesses and other community groups, match teacher characteristics with those of the student population, and reduce class size. Likewise, ways that parents might increase their children's educational capital include increasing attendance, taking part in parent-teacher discussions, helping with homework, participating in extracurricular activities, and transmitting aspirations in parent-child interactions.

Key words

cultural capital social capital educational capital sociodemographic variables 

Copyright information

© Human Sciences Press, Inc. 1996

Authors and Affiliations

  • Vikki F. Howard
    • 2
  • T. F. McLaughlin
    • 2
  • Edward F. Vacha
    • 1
  1. 1.Department of SociologyGonzaga UniversitySpokane
  2. 2.Department of Special EducationGonzaga UniversitySpokane

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