Family cultural capital and education – El Sol de Córdoba

The discussions that revolve around the concept of quality of education have become a topic of the first order within educational issues. Especially in the planning of educational policy in Mexico. The debate on raising the quality of education is an issue that has been discussed for decades, however, it was not until the eighties when the quality of basic schooling was considered a relevant issue.

Oswaldo Méndez-Ramírez, in a study on educational quality and social capital (understood as the set of social resources-people-, that integrate institutions, organizations or social networks to carry out actions of common benefit. That also establish norms of coexistence, determine objectives and goals to be carried out through the capacity for collaboration and sociability of its members), emphasizes the role of family capital (which includes the set of relationships and contacts, the education provided at home and the intellectual and materials that families of origin have in a differentiated way, that are efficient in a determined social space, that distinguish individuals, and that express an accumulated social history product of family life) that is significant in the school performance of students from elementary school.

Sagrario Garay Rivera comments that the researcher makes a tour of the most relevant axes in educational policies in Mexico during the last two decades, at the same time he indicates that the various evaluations carried out on the educational system in Mexico point to the low educational quality that prevails in the country that is due to different factors, including family capital. It should be noted that both educational lags and the quality of education continue to be a matter of concern in social policies.

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J. Coleman, in “Social capital in the creation of human capital”, already demonstrated that parental expectations affected the student’s school life and had the capacity to directly influence family social capital; In this sense, students belonging to families with little family capital and poor expectations on the part of parents generate low-performing students and surely dropouts. It can be said that parents continue to play an important role in the achievement of their children. The accumulation of family capital has positive effects on school performance through the communication channels that exist between parents and children. In the United States, as well as in Mexico and Chile, mothers with less schooling have a strong and negative impact on the performance of their children, considering that the mother is the main socializing agent for the student.

Added to this consideration of basic level students and in the context of urban poverty is the fact that a high percentage of mothers do not work, therefore, the student has more contact with her than with his father. The exchanges of verbal communication, of stimuli, of extracurricular help and others are more frequent with the mother, the level of schooling of the mother is the level of cultural capital with which the student interacts, points out Sylvia Schmelkes. The questions that the student has about school work or her difficulties will have the mother as an immediate reference. Indeed, the lack of cultural capital of both parents, understood as low levels of schooling, will negatively affect the performance of the student, her school performance.

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Educational institutions foster relationships of trust, commitment and cooperation among their members, and facilitate the economic, cultural and social development of a specific objective. The quality of education can be raised significantly if risk factors and factors affecting educational demand are considered.

Indeed, the lack of cultural capital of both parents, understood as low levels of schooling, will negatively affect the performance of the student, their school performance.

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