Are the Effects Always Positive? Rethinking the Role of Parental Social Capital in the University Choice Process

Autor/inn/en	Gao, Fang; Ng, Jacky Chi Kit; Lee, Wincy Wing Sze
Titel	Are the Effects Always Positive? Rethinking the Role of Parental Social Capital in the University Choice Process
Quelle	In: International Studies in Sociology of Education, 32 (2023) 3, S.717-739 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2021.1886596
Schlagwörter	Social Capital; College Choice; Parent Participation; Academic Aspiration; Parent Child Relationship; Access to Education; Student Attitudes; Cultural Capital; Correlation; Foreign Countries; Secondary School Students; Family Characteristics; College Attendance; Hong Kong + Suchen Sie Ihr Suchwort? Sozialkapital; Studienortwahl; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Korrelation; Ausland; Sekundarschüler; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Hongkong
Abstract	The extant literature on parental involvement in the university choice process sheds light on the positive impact of parents' social capital on enrolment. Little research captures the complex dynamics of parental social capital that might within certain sociocultural and economic contexts compound the effects on university choice and access. This study contributes insight to address this gap, from the context of Hong Kong. It administered a questionnaire survey to 139 students and examined the role of parental social capital in students' university aspirations. Moderated multiple regression analysis and simple slope analysis revealed that parent-student involvement -- a main composite of parental social capital -- weakened rather than strengthened the effect of parents' cultural capital on the students' educational aspirations. This study cautions us against a context-independent stance towards the value of parental social capital and warrants future research and policy work on how to optimise parental involvement in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01