GRM 2010 GRM 2011

Abstract Details

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Title of Paper:
The Role Cultural Capital play in Educational Performance in the Gulf Cooperation Council Countries
Paper Proposal Text :
The relationship between cultural capital and educational outcomes has always been a central controversial issue in cultural and educational studies. Pierre Bourdieu investigated the impact of cultural capital proving that parents with high socioeconomic status (SES) provide their children with the attitudes, knowledge, personalities, and skills that enable them to experience educational institutions as comfortable and familiar parts of their social universe, or habitus. This comfort and familiarity help children succeed academically and later on in their after school life.
However, other scholars have challenged this finding. Paul DiMaggio and his collaborators, for example, argued that cultural capital plays an essential role on school outcomes. Students from low socio-economic status were able to reap even greater benefit from cultural capital than can students from high-SES families.
Other researchers have found the effects of cultural capital on educational outcomes to be variously strong, limited, or nil.
In that sense, my proposed article seeks to adjudicate in the debate about cultural capital by testing alternative models.
I will assess explanations for the associations between cultural capital (especially cultural activities and cultural possessions through community-based learning) and educational performance of schooled adolescents in the Gulf Cooperation Council Countries based on data from the program for International Student Assessment (PISA). I will further ascertain variations in the effect of cultural capital across GCC countries. Multiple forms of cultural capital mediate the association between parental socioeconomic status and children’s educational performance in these countries. I will further explore how the existence of expatriates and community-based learning, along with the type of welfare regime play a role in being part of cultural capital and thus affecting the students’ performances. In the process, I will consider perspectives based on cultural reproduction, cultural mobility, and cultural resources. Based on the findings, I will propose ways in which community based learning—the only variable that could be controlled—can be moderated as a medium to facilitate students’ learning for better academic performance.