Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins

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Cultural capital, teacher bias, and educational success : New evidence from monozygotic twins. / Jæger, Mads Meier; Møllegaard, Stine.

I: Social Science Research, Bind 65, 2017, s. 130-144.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Jæger, MM & Møllegaard, S 2017, 'Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins', Social Science Research, bind 65, s. 130-144. https://doi.org/10.1016/j.ssresearch.2017.04.003

APA

Jæger, M. M., & Møllegaard, S. (2017). Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Social Science Research, 65, 130-144. https://doi.org/10.1016/j.ssresearch.2017.04.003

Vancouver

Jæger MM, Møllegaard S. Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Social Science Research. 2017;65:130-144. https://doi.org/10.1016/j.ssresearch.2017.04.003

Author

Jæger, Mads Meier ; Møllegaard, Stine. / Cultural capital, teacher bias, and educational success : New evidence from monozygotic twins. I: Social Science Research. 2017 ; Bind 65. s. 130-144.

Bibtex

@article{66a5c26b8c3c4415889b8e669920116d,
title = "Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins",
abstract = "In this paper we use new data on Danish monozygotic (MZ) twins to analyze the effect of cultural capital on educational success. We report three main findings. First, cultural capital has a positive direct effect on the likelihood of completing the college-bound track in Danish secondary education. Second, cultural capital leads teachers to form upwardly biased perceptions of children's academic ability, but only when their exposure to children's cultural capital is brief (as in oral and written exams) rather than long (as in grades awarded at the end of the school year). Third, we find that the positive direct effect of cultural capital on educational success is higher for children from high-socioeconomic status (SES) backgrounds than for those from low-SES backgrounds. This result suggests that high-SES children are more likely to be in schooling contexts that enable them to convert cultural capital into educational success.",
keywords = "Faculty of Social Sciences, Cultural capital, Educational success, Monozygotic twins, Family background, Inequality, Fixed effects",
author = "J{\ae}ger, {Mads Meier} and Stine M{\o}llegaard",
year = "2017",
doi = "10.1016/j.ssresearch.2017.04.003",
language = "English",
volume = "65",
pages = "130--144",
journal = "Social Science Research",
issn = "0049-089X",
publisher = "Academic Press",

}

RIS

TY - JOUR

T1 - Cultural capital, teacher bias, and educational success

T2 - New evidence from monozygotic twins

AU - Jæger, Mads Meier

AU - Møllegaard, Stine

PY - 2017

Y1 - 2017

N2 - In this paper we use new data on Danish monozygotic (MZ) twins to analyze the effect of cultural capital on educational success. We report three main findings. First, cultural capital has a positive direct effect on the likelihood of completing the college-bound track in Danish secondary education. Second, cultural capital leads teachers to form upwardly biased perceptions of children's academic ability, but only when their exposure to children's cultural capital is brief (as in oral and written exams) rather than long (as in grades awarded at the end of the school year). Third, we find that the positive direct effect of cultural capital on educational success is higher for children from high-socioeconomic status (SES) backgrounds than for those from low-SES backgrounds. This result suggests that high-SES children are more likely to be in schooling contexts that enable them to convert cultural capital into educational success.

AB - In this paper we use new data on Danish monozygotic (MZ) twins to analyze the effect of cultural capital on educational success. We report three main findings. First, cultural capital has a positive direct effect on the likelihood of completing the college-bound track in Danish secondary education. Second, cultural capital leads teachers to form upwardly biased perceptions of children's academic ability, but only when their exposure to children's cultural capital is brief (as in oral and written exams) rather than long (as in grades awarded at the end of the school year). Third, we find that the positive direct effect of cultural capital on educational success is higher for children from high-socioeconomic status (SES) backgrounds than for those from low-SES backgrounds. This result suggests that high-SES children are more likely to be in schooling contexts that enable them to convert cultural capital into educational success.

KW - Faculty of Social Sciences

KW - Cultural capital

KW - Educational success

KW - Monozygotic twins

KW - Family background

KW - Inequality

KW - Fixed effects

U2 - 10.1016/j.ssresearch.2017.04.003

DO - 10.1016/j.ssresearch.2017.04.003

M3 - Journal article

C2 - 28599767

VL - 65

SP - 130

EP - 144

JO - Social Science Research

JF - Social Science Research

SN - 0049-089X

ER -

ID: 179082249