From Abstract to Concrete: The Practical Relevance of Parents’ Economic and Cultural Capital for Persistence in Higher Education

Abstract

On the theoretical level, this chapter examines the mechanisms through which cultural and financial capital affects educational outcomes in different institutional contexts. On the methodological level, the central question in this chapter is how to resolve concerns in comparative analyses of educational attainment, such as variations in enrolment rates and study program duration across institutional settings. On the empirical level, the chapter asks whether family background predicts educational attainment in similar ways in two diametrically opposed welfare states: the United States and Norway. Differences in dropout from higher education were compared using nationally representative longitudinal data from the United States and Norway and event history and multilevel modelling techniques. The chapter also makes use of the standardized sheaf coefficient to summarize central background variables for more direct comparison of effect sizes. The findings show that whereas parents’ education level has strikingly similar effects on students’ dropout probabilities in the two countries, the effect of parents’ income varies substantially according to the institutional context. The chapter concludes that in comparative analyses of inequality in education the value of different types of family resources must be understood in light of the concrete, practical constraints of the national institutional contexts.

Citation

Reisel, L. (2013), "From Abstract to Concrete: The Practical Relevance of Parents’ Economic and Cultural Capital for Persistence in Higher Education", Elisabeth Birkelund, G. (Ed.) Class and Stratification Analysis (Comparative Social Research, Vol. 30), Emerald Group Publishing Limited, Leeds, pp. 223-254. https://doi.org/10.1108/S0195-6310(2013)0000030012