Abstract
This chapter highlights the immense research possibilities for cultural capital researchers to use PISA data to examine the relationships between cultural capital and students’ academic achievement. It recognizes the burgeoning trend of sociologists to employ quantitative methods and analyze data from international large-scale assessments in their research designs. It then introduces PISA as a source of open-access “big data” in international large-scale assessment in educational research. It provides an objective evaluation of the influence of and criticisms against the role of PISA in education policymaking in many education systems worldwide. After that, it outlines the benefits of PISA in contributing to educational development and scholarship. In particular, it explicates the different cultural capital variables that are available for analysis from Student Questionnaire, Student ICT Questionnaire, Student EC Questionnaire, and Parent Questionnaire in PISA. This summary of PISA variables will be a useful resource for researchers open to exploring PISA data for their research on educational inequality.
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Tan, C.Y. (2020). Cultural Capital and PISA. In: Family Cultural Capital and Student Achievement. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4491-0_3
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