Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
Апстракт
Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest c...orrelation between cultural capital and reading performance.
Кључне речи:
Teacher support / cultural capital / reading performance / PISA 2018Извор:
British Journal of Sociology of Education, 2022Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200163 (Универзитет у Београду, Филозофски факултет) (RS-MESTD-inst-2020-200163)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
DOI: 10.1080/01425692.2022.2092449
ISSN: 0142-5692
WoS: 00081725850000
Scopus: 2-s2.0-85132989905
Институција/група
Pedagogija / PedagogyTY - JOUR AU - Radulović, Mladen AU - Radulović, Lidija R. AU - Stančić, Milan PY - 2022 UR - http://reff.f.bg.ac.rs/handle/123456789/3799 AB - Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance. T2 - British Journal of Sociology of Education T1 - Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement DO - 10.1080/01425692.2022.2092449 ER -
@article{ author = "Radulović, Mladen and Radulović, Lidija R. and Stančić, Milan", year = "2022", abstract = "Starting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.", journal = "British Journal of Sociology of Education", title = "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement", doi = "10.1080/01425692.2022.2092449" }
Radulović, M., Radulović, L. R.,& Stančić, M.. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2022.2092449
Radulović M, Radulović LR, Stančić M. Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education. 2022;. doi:10.1080/01425692.2022.2092449 .
Radulović, Mladen, Radulović, Lidija R., Stančić, Milan, "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement" in British Journal of Sociology of Education (2022), https://doi.org/10.1080/01425692.2022.2092449 . .