Cultural Variability in the Educational and Learning Capitals of Australian Families and Its Relationship With Children's Numeracy Outcomes. (December 2018)

• Record Type: Journal Article
• Authors: Phillipson, Sivanes; Phillipson, Shane N.; Kewalramani, Sarika
• Other Names: Vialle Wilma guest-editor.; Stoeger Heidrun guest-editor.
• Is Part Of: Journal for the education of the gifted. Volume 41:Number 4(2018:Dec.)
• Page Start: 348
• Page End: 368
• Publication Date: 2018-12
• Subjects: Australian parents -- educational capitals -- educational mind-set -- ethnicity -- learning capitals; Gifted children -- Education -- United States -- Periodicals; 371.9505
• DOI: 10.1177/0162353218799484
• Languages: English
• ISSNs: 0162-3532

Abstract

This article explored the variability of parental educational mind-sets among Australian parents toward the accessible educational and learning capitals that may affect their children's educational achievement. The participants ( N = 1, 917) responded to the Family Educational and Learning Capitals Questionnaire as well as their ethnic identity. Parents also reported their children's numeracy scores in a standardized test of achievement. Six major groups were adequate for statistical analysis, including Australians, British, Chinese, Indian, Other Asian, and Other European. A multiple comparison analysis was performed on the responses by parents from the six ethnic groups to examine the differences in parent responses to access to capitals. Controlled for ethnic groups, stepwise regression analysis showed which capitals predicted numeracy achievement of their children. The results indicated that within this sample of Australian parents, there is variability across different ethnic groups in what is considered important in their children's educational achievement and this variability is associated with differences in numeracy outcomes.