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Cultural Capital and Its Impact on Academic Achievement: Sustainable Development of Chinese High School Students

Author

Listed:
  • Hui Jin

    (Faculty of Education, Beijing Normal University, Haidian District, Beijing 100875, China)

  • Xu Ma

    (College of Economics, Minzu University of China, Haidian District, Beijing 100081, China)

  • Shi Jiao

    (College of Education, Minzu University of China, Haidian District, Beijing 100081, China)

Abstract

The Sustainable Development Goals (SDGs) cannot be realized without equal education. Based on a multiple linear regression model, this study examined the impact of family cultural capital on the academic achievement of high school students, and the variances in the impact of cultural capital on students from different regions and genders. Participants, including 778 students, from two representative regions were selected for the study (393 girls and 385 boys). The results showed that cultural capital promoted high school students’ academic success in different ways. Institutionalized cultural capital and embodied cultural capital had a significant impact on students’ academic achievements, while objectified cultural capital had no significant impact. This study suggested that cultural capital had an intergenerational effect. The influence of cultural capital on students’ achievement in regions and genders was significantly different. The above findings are helpful to further understand the mechanism of the impact of cultural capital on academic achievement and are of great significance to the sustainable improvement of students’ academic growth and educational equity.

Suggested Citation

  • Hui Jin & Xu Ma & Shi Jiao, 2022. "Cultural Capital and Its Impact on Academic Achievement: Sustainable Development of Chinese High School Students," Sustainability, MDPI, vol. 14(22), pages 1-18, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:22:p:14976-:d:970905
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    References listed on IDEAS

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    1. Hui Jin & Shi Jiao & Xu Ma & Yunan Xia, 2024. "Cultural capital as a predictor of school success: evidence and gender differences in Chinese middle schools," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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