The present study challenges the assumption that cultural capital benefits students' academic achievement regardless of their educational stages. Meta-analytic results from 105 studies published 2000–2017 indicated that nine cultural capital variables (e.g., home educational resources, maternal and paternal education, parental expectations, cultural participation, home support, school participation) benefited all students while five cultural capital variables exhibited a differentiated pattern of relationship with student achievement depending on educational stages. First, compared to students from higher grade levels, kindergarteners benefited most from parental education, parental academic emphasis, and parent-child reading. Second, compared to 1st–6th graders, 7th-12th graders benefited more from academic discussions. Third, compared to 1st–6th graders, both kindergarteners and 7th-12th graders benefited from parental school involvement. These results provide compelling evidence that while there are some forms of cultural capital that all students will benefit from, there are others whose association with students’ achievement depends on their educational stages.

中文翻译：

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哪些类型的文化资本有利于学生在不同教育阶段的学业成绩？质疑荟萃分析证据


本研究挑战了文化资本有利于学生的学业成绩（无论其教育阶段如何）的假设。 2000年至2017年发表的105项研究的荟萃分析结果表明，九个文化资本变量（例如家庭教育资源、母亲和父亲教育、父母期望、文化参与、家庭支持、学校参与）使所有学生受益，而五个文化资本变量则表现出根据教育阶段与学生成绩的不同关系模式。首先，与高年级学生相比，幼儿园儿童从家长教育、家长学业重视和亲子阅读中受益最大。其次，与1-6年级学生相比，7-12年级学生从学术讨论中受益更多。第三，与一至六年级学生相比，幼儿园学生和七至十二年级学生都受益于家长学校的参与。这些结果提供了令人信服的证据，表明虽然所有学生都会受益于某些形式的文化资本，但还有其他形式的文化资本与学生成绩的关系取决于他们的教育阶段。