| Abstrakt: |
Using the Programme for International Student Assessment (PISA) 2000 data, we examined the effects of family socio-economic background on two types of cultural capital- objectified and embodied-- and the effects of cultural capital on both academic track placement and reading achievement among students in seven post-socialist Eastern European countries. Findings: Higher family SES was associated with higher amount of objectified cultural capital. Higher-SES students and girls possessed higher levels of embodied cultural capital, had higher reading achievement and were more likely to be enrolled in academic tracks in the upper secondary level. In most countries, cultural capital was positively associated with reading achievement. With respect to academic track placement, we found that objectified cultural capital had positive significant effects on likelihood to attend academic track in Poland and Romania, whereas embodied cultural capital increased the likelihood of academic track enrollment in Czech Republic and Poland. We did not find significant interaction effects between family background, gender and cultural capital for either reading achievement or academic track placement in any Eastern European country, suggesting the universal effects for boys and girls and for high and low-SES families. [ABSTRACT FROM AUTHOR] |
