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.
In: Social Science Research, Vol. 65, 2017, p. 130-144.Research output: Contribution to journal › Journal article › Research › peer-review
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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