Students' interactional cultural capital and academic performance in test- and teacher-based assessments

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dc.contributor.authorGEVEN, Sara
dc.contributor.authorZWIER, Dieuwke
dc.date.accessioned2025-03-14T14:10:00Z
dc.date.available2025-03-14T14:10:00Z
dc.date.issued2025
dc.descriptionPublished online: 07 March 2025en
dc.description.abstractQualitative work highlights the significance of students' interactional cultural capital in educational settings—that is, cultural resources that help to navigate/interact with educational institutions and gatekeepers. We make a first attempt to measure expressions of students' interactional cultural capital quantitatively, and examine their relationship with academic performance. Using data on over 1200 Dutch students in their final year of primary school, we find positive associations between several expressions of students' interactional cultural capital (knowledge about the educational system; perceived cultural match between home and school) and academic performance. These positive relationships are equally strong for teacher- and test-based assessments of performance, suggesting that these forms of cultural capital help students in their learning rather than providing educational benefits via teacher biases. We find little support for positive relations between students' help-seeking strategies and academic performance. Different help-seeking behaviors do not form a unified cultural “strategy” and are not stratified by socio-economic status (SES) as anticipated. For educational knowledge, we find some support for the cultural mobility hypothesis: SES-based performance gaps, particularly in teacher assessments, are smaller among students with greater knowledge of the educational system.en
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBritish journal of sociology, 2025, OnlineFirsten
dc.identifier.doi10.1111/1468-4446.13199
dc.identifier.issn0007-1315
dc.identifier.issn1468-4446
dc.identifier.urihttps://hdl.handle.net/1814/78210
dc.language.isoenen
dc.orcid.uploadfalse*
dc.publisherWileyen
dc.relation.ispartofBritish journal of sociologyen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.rights.licenseAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCultural capital
dc.subjectEducational inequality
dc.subjectSchool performance
dc.subjectTeacher bias
dc.subjectTrack recommendations
dc.titleStudents' interactional cultural capital and academic performance in test- and teacher-based assessmentsen
dc.typeArticleen
dspace.entity.typePublication
person.identifier.orcid0000-0002-5898-5557
person.identifier.other52548
person.identifier.other56031
relation.isAuthorOfPublicationab1b8e02-76c4-4694-8cae-74c11a57c637
relation.isAuthorOfPublicationa718bd89-b5ab-4394-8106-32b75fc64911
relation.isAuthorOfPublication.latestForDiscoveryab1b8e02-76c4-4694-8cae-74c11a57c637
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