CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Science or liberal arts? Cultural capital and college major choice in China
Tác giả
Hu A.; Wu X.
Năm xuất bản
2019
Source title
British Journal of Sociology
Số trích dẫn
32
DOI
10.1111/1468-4446.12342
Liên kết
Tóm tắt
Previous studies on major East Asian societies such as Japan and Korea generally fail to find a strong effect of cultural capital in educational inequality, partly due to the characteristic extreme focus on standardized test and curriculum. This study shifts attention to the horizontal stratification of education by investigating the association between family background, cultural capital, and college major choice in contemporary China. Based on analysis of data from the Beijing College Students Panel Survey (BCSPS), we found that, on average, cultural capital significantly mediates the relationship between family background and college major preference. Those with greater endowment of cultural capital are more likely to come from socio-economically advantaged families, and, at the same time, demonstrate a stronger propensity to major in liberal arts fields rather than science, technology, engineering and mathematics (STEM) fields. Further analyses reveal that the association between cultural capital and academic field choice comes into being by way of performance in the Chinese test in the national college entrance examination and of the non-cognitive dispositions, such as self-efficacy and self-esteem. Our findings better our understanding of formation of the horizontal stratification of higher education. © London School of Economics and Political Science 2017
Từ khóa
China; college major choice; cultural capital; liberal arts; non-cognitive attributes; STEM
Tài liệu tham khảo
Allison P.D., Comparing Logit and Probit Coefficients across Groups, Sociological Methods & Research, 28, 2, pp. 186-208, (1999); Bai C., Chi W., Qian X., Do College Entrance Examination Scores Predict Undergraduate GPAs? A Tale of Two Universities, China Economic Review, 30, pp. 632-647, (2014); Bartolj T., Polanec S., College Major Choice and Ability: Why Is General Ability Not Enough?, Economics of Education Review, 31, 6, pp. 996-1016, (2012); Bian Y., Shu X., Logan J.R., Communist Party Membership and Regime Dynamics in China, Social Forces, 79, 3, pp. 805-841, (2001); Bourdieu P., ‘Cultural Reproduction and Social Reproduction’, Power and Ideology in Education, pp. 487-510, (1977); Bourdieu P., Outline of a Theory of Practice, (1977); Bourdieu P., Passeron J.C., The Inheritors: French Students and their Relation to Culture, (1979); Bourdieu P., Passeron J.C., Reproduction in Education, Society and Culture, (1977); Bobbitt-Zeher D., The gender income gap and the role of education[J], Sociology of education, 80, 1, pp. 1-22, (2007); Bray M., Zhan S., Lykins C., Wang D., Kwo O., Differentiated Demand for Private Supplementary Tutoring: Patterns and Implications in Hong Kong Secondary Education, Economics of Education Review, 38, pp. 24-37, (2014); Buchmann C., ‘Getting Ahead in Kenya: Social Capital, Shadow Education, and Achievement’, Schooling and Social Capital in Diverse Cultures, pp. 133-159, (2002); Byun S.-Y., Schofer E., Kim K.-K., Revisiting the Role of Cultural Capital in East Asian Educational Systems: The Case of South Korea, Sociology of Education, 85, 3, pp. 219-239, (2012); Cai T., Wang H., Comparing Weighting Methods for Nonresponse in the HKPSSD Survey and the BCSPS, Chinese Sociological Review, (2017); Chiu M.M., Effects of Inequality, Family and School on Mathematics Achievement: Country and Student Differences, Social Forces, 88, 4, pp. 1645-1676, (2010); Chiu S.-I., Hong F.-Y., Hu H.-Y., The Effects of Family Cultural Capital and Reading Motivation on Reading Behavior in Elementary School Students’, Social, Psychology International, 36, 1, pp. 3-17, (2015); De Graaf N.D., De Graaf P.M., Kraaykamp G., Parental Cultural Capital and Educational Attainment in the Netherlands: A Refinement of the Cultural Capital Perspective, Sociology of Education, 73, 2, pp. 92-111, (2000); De Graaf P.M., The Impact of Financial and Cultural Resources on Educational Attainment in the Netherlands, Sociology of Education, 59, 4, pp. 237-246, (1986); Dickson B.J., Rublee M.R., Membership Has its Privileges: The Socioeconomic Characteristics of Communist Party Members in Urban China, Comparative Political Studies, 33, 1, pp. 87-112, (2000); DiMaggio P., Cultural Capital and School Success: The Impact of Status Culture Participation on the Grades of U.S. High School Students, American Sociological Review, 47, 2, pp. 189-201, (1982); Dumais S., Cultural Capital, Gender, and School Success: The Role of Habitus, Sociology of Education, 75, 1, pp. 44-68, (2002); Farkas G., Human Capital or Cultural Capital? Ethnicity and Poverty Groups in an Urban School District, (1996); Gaddis M., The Influence of Habitus in the Relationship between Cultural Capital and Academic Achievement, Social Science Research, 42, pp. 1-13, (2013); Gerber T., Cheung S.Y., Horizontal Stratification in Postsecondary Education: Forms, Explanations, and Implications, Annual Review of Sociology, 34, pp. 299-318, (2008); Gerber T.P., Schaefer D.R., Horizontal Stratification of Higher Education in Russia: Trends, Gender Differences, and Labor Market Outcomes, Sociology of Education, 77, 1, pp. 32-59, (2004); Hampden-Thompson G., Guzman L., Lippman L., ‘Cultural Capital: What Does it Offer Students? A Cross-national Analysis’, Education and Social Inequality in the Global Culture, pp. 155-180, (2008); Han L., Li T., The Gender Difference of Peer Influence in Higher Education, Economic of Education Review, 28, 1, pp. 129-134, (2009); Hao W., Long Z., Zhang J., The History of Higher Education in the People's Republic of China, (2011); Horvat E.M., Davi J.E., Schools as Sites for Transformation: Exploring the Contribution of Habitus, Youth & Society, 43, 1, pp. 142-170, (2011); Hout M., Social and Economic Returns to College Education in the United States, Annual Review of Sociology, 38, pp. 379-400, (2012); Hu A., Hibel J., Where Do STEM Majors Lose Their Advantage? Contextualizing Horizontal Stratification of Higher Education in Urban China, Research in Social Stratification and Mobility, 41, pp. 66-78, (2015); Hu A., Vargas N., Economic Consequences of Horizontal Stratification in Postsecondary Education: Evidence from Urban China, Higher Education, 70, 3, pp. 337-358, (2015); Jaeger M., Equal Access but Unequal Outcomes: Cultural Capital and Educational Choice in a Meritocratic Society, Social Forces, 87, 4, pp. 1943-1971, (2009); Jaeger M., Does Cultural Capital Really Affect Academic Achievement? New Evidence from Combined Sibling and Panel Data, Sociology of Education, 84, 4, pp. 281-298, (2011); Karlson K.B., Holm A., Breen R., Comparing Regression Coefficients between Same-Sample Nested Models Using Logit and Probit: A New Method, Sociological Methodology, 42, pp. 286-313, (2012); Katsillis J., Rubinson R., Cultural Capital, Student Achievement, and Educational Reproduction: The Case of Greece, American Sociological Review, 55, 2, pp. 270-279, (1990); Kaufman J., Gabler J., Cultural Capital and the Extracurricular Activities of Girls and Boys in the College Attainment Process, Poetics, 32, pp. 145-168, (2004); Kingston P.M., The Unfulfilled Promise of Cultural Capital Theory, Sociology of Education, 74, 1, pp. 88-99, (2001); Kraaykamp G., The Intergenerational Reproduction of Cultural Capital: A Threefold Perspective, Social Forces, 89, 1, pp. 209-232, (2010); Kuan P.-Y., Effects of Cram Schooling on Mathematics Performance: Evidence from Junior High Students in Taiwan, Comparative Education Review, 55, 3, pp. 342-368, (2011); Lamont M., Lareau A., Cultural Capital: Allusions, Gaps and Glissandos in Recent Theoretical Developments, Sociological Theory, 6, 2, pp. 153-168, (1988); Lareau A., Unequal Childhoods: Race, Class and Family Life, (2003); Lareau A., Weininger E., Cultural Capital in Educational Research: A Critical Assessment, Theory and Society, 32, 5-6, pp. 567-606, (2003); Li Z., Feng S., Overseas Study Experience and Students’ Attitudes toward China: Evidence from the Beijing College Students Panel Survey, Chinese Sociological Review, (2017); Liu J., Differential Opportunities of Attending College across Regions in an Era of Credential Proliferation, Educational Review of Peking University, 5, 4, pp. 142-155, (2007); Liu Y., Meritocracy and the Gaokao: A Survey Study of Higher Education Selection and Socio-Economic Participation in East China, British Journal of Sociology of Education, 34, 5-6, pp. 868-887, (2013); Marteleto L., Andrade F., The Educational Achievement of Brazilian Adolescents: Cultural Capital and the Interaction between Families and Schools, Sociology of Education, 87, 1, pp. 16-35, (2014); McClelland K., Cumulative Disadvantage among the Highly Ambitious, Sociology of Education, 63, 2, pp. 102-121, (1990); Moakler M.W., Kim M.M., College Major Choice in STEM: Revisiting Confidence and Demographic Factors, Career Development Quarterly, 62, pp. 128-142, (2014); Mood C., Logistic Regression: Why We Cannot Do What We Think We Can Do, and What We Can Do About It, European Sociological Review, 26, 1, pp. 67-82, (2010); Mullen A.L., Goyette K.A., Soares J.A., Who Goes to Graduate School? Social and Academic Correlates of Educational Continuation after College, Sociology of Education, 76, 2, pp. 143-169, (2003); Roksa J., Double Disadvantage or Blessing in Disguise? Understanding the Relationship between College Major and Employment Sector, Sociology of Education, 78, 3, pp. 207-232, (2005); Roksa J., Levey T., What Can You Do with That Degree? College Major and Occupational Status of College Graduates over Time, Social Forces, 89, 2, pp. 389-416, (2010); Rosenberg M., Society and the Adolescent Self-Image, (1965); Rosenberg M., Schooler C., Schoenbach C., Rosenberg F., Global Self-Esteem and Specific Self-Esteem: Different Concepts, Different Outcomes, American Sociological Review, 60, 1, pp. 141-156, (1995); Schofer E., Meyer J.W., The Worldwide Expansion of Higher Education in the Twentieth Century, American Sociological Review, 70, 6, pp. 898-920, (2005); Schwarzer R., Jerusalem M., pp. 159-177, (1995); Shavit Y., Arum R., Gamoran A., Stratification in Higher Education: A Comparative Study, (2010); Shavit Y., Blossfeld H.-P., Persistent Inequality: Changing Educational Attainment in Thirteen Countries. Social Inequality Series, (1993); Sherer M., Maddux J.E., Mercandante B., Prentice-Dunn S., Jacobs B., Rogers R.W., The Self-Efficacy Scale: Construction and Validation, Psychological Reports, 51, 2, pp. 663-671, (1982); Stevenson D.L., Baker D.P., Shadow Education and Allocation in Formal Schooling Transition to University in Japan, American Journal of Sociology, 97, pp. 1639-1657, (1992); Sullivan A., Cultural Capital and Educational Attainment, Sociology, 35, 4, pp. 893-912, (2001); (2012); Van de Werfhorst H.G., Fields of Study, Acquired Skills and the Wage Benefit from a Matching Job, Acta Sociologica, 45, 4, pp. 286-303, (2002); Wang H., ‘Access to Higher Education in China: Differences in Opportunity, Frontiers of Education in China, 6, 2, pp. 227-247, (2011); Webb J., Schirato T., Danaher G., Understanding Bourdieu, (2002); Wildhagen T., ‘Why Does Cultural Capital Matter for High School Academic Performance? An Empirical Assessment of Teacher-Selection and Self-Selection Mechanisms as Explanations of the Cultural Capital Effect, Sociological Quarterly, 50, 1, pp. 173-200, (2009); Wiswall M., Zafar B., ‘Determinants of College Major Choice: Identification Using an Information Experiment, The Review of Economic Studies, 82, 2, pp. 791-824, (2015); Wu X., ‘Higher Education, Elite Formation and Social Stratification in Contemporary China, Chinese Journal of Sociology, 3, 1, pp. 3-31, (2017); Xie Y., Fang M., Shauman K., ‘STEM Education, Annual Review of Sociology, 41, pp. 33-157, (2015); Xu D., ‘From Poverty to Prosperity: College Education, Non-cognitive Abilities, and First-Job Earnings, Chinese Sociological Review, (2017); Yamamoto Y., Brinton M., ‘Cultural Capital in East Asian Educational Systems: The Case of Japan, Sociology of Education, 83, 1, pp. 67-83, (2010); Zhang Y., Xie Y., ‘Family Background, Private Tutoring, and Children's Educational Performance in Contemporary China, Chinese Sociological Review, 48, 1, pp. 64-82, (2016); Zimmerman B.J., ‘Self-Efficacy: An Essential Motive to Learn, Contemporary Educational Psychology, 25, 1, pp. 82-91, (2000)
Nơi xuất bản
Blackwell Publishing Ltd
Hình thức xuất bản
Article
Open Access
All Open Access; Bronze Open Access
Nguồn
Scopus