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Conclusion

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Family Cultural Capital and Student Achievement

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

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Abstract

This concluding chapter synthesizes the materials presented in the preceding chapters (Chaps. 1–5) and summarizes the key contributions of the book to theoretical developments in cultural capital theory. It juxtaposes these findings with the set of research questions that are presented in the introductory chapter. It then presents a conceptual framework incorporating three salient properties characterizing cultural capital that are derived from the burgeoning extant scholarship. These properties relate to the rich and nuanced attributes underpinning the conceptualization of cultural capital, student and socio-cultural-economic moderators of the relationships between cultural capital and students’ academic achievement, and effects of different combinations of cultural capital variables on students’ academic achievement. This conceptual framework can be used to inform further theoretical and empirical work interrogating the relationships between cultural capital and students’ academic achievement. Implications for practice for educators, parents, and policymakers are also discussed. The chapter also presents a list of research questions that need to be addressed in future research in order to further unpack the cultural capital construct, especially with respect to its nomological framework, and take the field forward. It ends with some suggestions for future research.

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Authors and Affiliations

  1. The University of Hong Kong, Hong Kong, Hong Kong

    Cheng Yong Tan

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  1. Cheng Yong Tan
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Tan, C.Y. (2020). Conclusion. In: Family Cultural Capital and Student Achievement. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4491-0_6

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  • DOI: https://doi.org/10.1007/978-981-15-4491-0_6

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