奥克兰assignment代写:识别和奖励文化资本

2018-06-13 16:02

尽管我们可能没有意识到，教育系统实际上是为了识别和奖励文化资本而构建的，在教育系统中，教师和其他个人将孩子的文化资本误解为真正的学术才华，因此鼓励了这些孩子有向上偏见的想法。反过来,这些偏见导致可能的正回报的儿童文化资本收到水果这些看法和优惠待遇(Jæger,2011)。我们可以说，个人在学术上并不强大，因为他们的文化资本在某种程度上影响了他们的学术能力，而是因为他们的文化资本使他们在教育工作者对他们的看法上与众不同。这种改变的观点，在某种程度上导致了教师和同龄人的优待，从而加强了他们的学术发展。研究发现参加课外活动对学习成绩有某种积极的影响(Cheadle 2008;Covay和Carbonaro 2010;Lareau 2003)。在Jaeger的研究中，他发现文化资本对学术成就也有直接的直接影响，这是因果关系的重要结果，而不仅仅是影响。
奥克兰assignment代写:识别和奖励文化资本
Even though we might be unawares, the educational system is in fact structured to recognise and reward cultural capital, whereby teachers and other individuals in the educational system misinterpret a child’s cultural capital as actual academic brilliance and hence encourage upwardly biased ideas of these children. In turn, these biases contribute to the possible positive returns the children with cultural capital receive as fruit of these perceptions and preferential treatment (Jæger, 2011). We could say that individuals are not academically stronger because their cultural capital has in some way affected their academic prowess but rather because their cultural capital sets them apart in terms of how their educators view them. This altered view, somehow induces preferential treatment from their teachers and peers which strengthens their academic development. Research has consistently found that participation in extra-curricular activities has had a somehow positive effect on academic achievement (Cheadle 2008; Covay and Carbonaro 2010; Lareau 2003). In terms of Jaeger’s research, he found that cultural capital has a causal direct effect of on academic achievement also, which is an important result due to the causality that is proven rather than merely an influence.

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