Family’s cultural capital and early schooling decisions: the case of the city of Valencia
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Transcript of Family’s cultural capital and early schooling decisions: the case of the city of Valencia
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Family’s cultural capital and early
schooling decisions: the case of the
city of Valencia
Daniel Gabaldón-Estevan1, Juan Pecourt-Gracia1 & Kadri Täht2
1 - Department of Sociology and Social Anthropology, University of Valencia (ES)
2 - Institute of International Social Studies, University of Tallinn (EE)
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Introduction
Theoretical framework
Research questions
Few facts about preschool education in Spain
MPyDE research project
Data and variables
Preliminary findings
Discussion
Index
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Family and school are the contexts of development and education par excellence.
It is recognized the importance of these educational environments in child development (autonomy, socialization with other signifiers, developing cognitive skills, etc..).
The relationships established between the family and the school are crucial to the development of children.
The family is a lively and diverse institution experiencing changes and new demands.
The transition from the home environment to the school system is an important milestone in the life of people has received little attention from in the literature.
Introduction
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Pierre Bourdieu, La Distinction (1979)
Theoretical framework
Cultural Capital
Field
Cultural capital refers to the knowledge, skills and dispositions of all types that allow individuals to make decisions and act in the social world. Equating cultural capital lifestyle, tastes and preferences that individuals have, and which are reflected especially in their consumption patterns and choices.
Field refers to the institutional aspects of individual and collective actions. Fields
focus on the conflict nature of social life, while the idea of institution suggests a
consensus among stakeholders and the absence of conflict.
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Research questions
Can cultural capital and the notion of field help us to understand what social
strategies are behind the first transition to the school system
(if any)?
Can we identify whether parental cultural capital, consumption and behavior have an effect on children cultural exposure?
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Few facts about preschool education in Spain
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876; 9%
648; 6%
8495; 85%
PúblicosPrivadosConcertadosPrivados noConcertados
Few facts about preschool education in Spain
In the city of Valencia there were 10.019 0-2 years old students during the 2010/2011 academic year
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Breeding practices
Family composition
Educational demands (S&C)
Child rearing distribution
MPyDE project
Cultural equipment
Family Adaptability and Cohesion Evaluation
Scale
Mobility
Sociodemografics
Household work distribution
Respondent’s cultural activities
Children cultural activities
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Layout of the questionnaire
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Layout of the questionnaire
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Valencia (ES) year 2012
192 CEI (181 priv. & 11 pub.)
Contacted 185 CEI (96,35%)
Took part 17 CEI (9,2%)
Took part 251 (+1) families (25%)
Data and variables
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Bus service
Agreement with next level
Informatics
Music
Uniform
Parents school
Foreing languages
Language
Summer school
Other levels at that center
Calendar
Tarifs
Opening hours
Canteen
Facilities
Pedagogy
0 1 2 3 4 5
Educational preferences
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Findings
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InformaticsForeign languages
AgreementUniform
Other levels
CalendarOpening hours
CantinaSummer school
PedagogyLanguage
MusicParents School
TariffsFacilities
Bus
Distinction
Pedagogy
Immediateness
ɑ 0,77
ɑ 0,80
ɑ 0,62
Findings
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Centre N Distinction Immediateness PedagogyCEI GARABATOS 2 3 3,6 3,3 4,1
CEI BAMBI 7 2,8 4,2 3,0
CEI GIORGETA 0-3 19 3,7 3,8 3,4
CEI DUMBO 3 2,5 3,5 2,8
CEI SAINT THOMAS 8 2,9 3,8 3,2
CEI BAMBY-ABADE 2 18 2,8 3,7 3,2
CEI EL NIU DE SANT ISIDRE 17 3,3 4,2 3,5
CEI NUNO NONO 10 2,8 3,9 2,9
CEI TRAMVIA EL PARC 7 2,3 3,4 2,9
CEI SAMBORI-LATORRE 8 3,5 3,7 3,4
CEI EL TRENET 14 1,8 2,9 3,7CEI CHIQUITÍN C. BENLLOCH 15 3,1 4,5 3,4
CEI EL EDEN 16 2,8 4,2 3,2
CEI MI CHALET 8 3,3 3,2 3,2
CEI DU-DU-A 50 2,5 3,9 3,6
CEI LA PAZ 18 3,5 4,3 3,5
CEI PEUCOS 22 2,9 4,1 3,3
Total 243 2,9 3,8 3,4
Findings
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Findings
fa_distinct immediat pedag(Constant) 2,130 4,471 2,328female ,352 ,215 -,125age respondent -,001 -,016 ,024TV/day -,068 ,206 ,096Reading/year -,023 -,072 ,033EscMusica reversed -,073 -,071 ,042Internetreversed ,125 -,070 -,059NClasica/contemp. -,035 -,060 -,006ClasicaMusic -,029 -,049 -,027Opera ,103 ,427 ,090BookCol -,063 -,064 ,018FilmCol -,077 ,008 -,029MusicCol ,148 ,026 ,043VinilCol -,020 ,162 ,045educR_prim -,222 -,346 -,247educR_sec ,182 ,091 -,359educP_prim ,431 ,440 ,255educP_sec -,097 -,226 ,049incomeR ,061 ,037 ,002incomeP -,031 -,032 -,026LMsitR_unempl ,822 -,278 ,530LMsitR_empl_temp -,043 -,357 -,273occR_leader ,031 ,026 ,117occR_semiprof ,263 ,391 -,314occR_admin ,204 ,293 ,135occR_service ,298 ,033 ,056occR_domestic ,414 ,239 ,725occR_indust ,384 1,003 ,056occR_noqualif ,014 -,081 -,050
R cuadrado ,158 ,173 ,183
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Discussion
Preliminary results
Limitations derived from a small sample
Multilevel analysis should follow to include centers in the analysis
And thank you for your attention,
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