Family’s cultural capital and early schooling decisions: the case of the city of Valencia

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)

2

Introduction

Theoretical framework

Research questions

Few facts about preschool education in Spain

MPyDE research project

Data and variables

Preliminary findings

Discussion

Index

3

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

4

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?

6

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

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

13

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,

comments and suggestions