Cultural Capital at Work: How Cognitive and Noncognitive Skills Are Taught, Trained, and Rewarded in a Chinese Technical College

Autor/inn/en	Hora, Matthew T.; Blackburn Cohen, Chelsea A.
Titel	Cultural Capital at Work: How Cognitive and Noncognitive Skills Are Taught, Trained, and Rewarded in a Chinese Technical College
Quelle	In: Community College Review, 46 (2018) 4, S.388-416 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hora, Matthew T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552118784352
Schlagwörter	Foreign Countries; Technical Institutes; College Students; Cultural Capital; Skill Development; Achievement Gap; Job Skills; Employment Potential; Employer Attitudes; Teacher Attitudes; Influences; Personnel Selection; Job Training; Active Learning; Labor Force Development; Education Work Relationship; Theory Practice Relationship; Role of Education; Teaching Methods; Organizational Culture; Technical Education; China + Suchen Sie Ihr Suchwort? Ausland; Technische Fakultät; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Arbeitgeberinteresse; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Personalauswahl; Personalentscheidung; Berufsqualifizierender Bildungsgang; Aktives Lernen; Arbeitskräftebestand; Theorie-Praxis-Beziehung; Bildungsauftrag; Teaching method; Lehrmethode; Unterrichtsmethode; Unternehmenskultur; Technikunterricht
Abstract	Purpose: Community and technical college student employability is a pressing concern in the United States and China. Policy makers focus on developing students' human capital in the form of credentials and cognitive skills. However, the focus on completion overlooks the role that noncognitive skills and contextual factors may play in student employability. Method: In this exploratory study, conducted among educators and employers in the manufacturing and biotechnology fields in a large eastern Chinese city, we use a cultural capital framework to address the following questions: (a) What forms of cultural capital are valued by educators and employers? (b) How are these forms of capital being cultivated in the classroom? (c) How do considerations of cultural capital influence hiring and workplace training? and (d) What contextual factors influence these phenomena? Inductive thematic analyses of interviews, classroom observation, and notes from factory tours with eight educators and two employers were completed. Results: This study revealed a shared view that both cognitive and noncognitive skills are essential. Results also reveal a cultural predisposition within Chinese classrooms to lecturing but also a growing use of active learning techniques, a commitment to general education, the importance of "cultural fit" during the hiring process, and job quality and the cultural devaluation of the skilled trades as salient contextual factors. Conclusion: Implications for research, policy, and practice are considered, particularly the need for all students to acquire both cognitive and noncognitive skills as well as a more nuanced and culturally informed perspective on student employability. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01