Using data from the 2000 Program for International Student Assessment, we examined determinants of children’s participation in highbrow cultural activities and its relationship with academic achievement in Hong Kong. We found that family socioeconomic status (SES) and home possessions related to high-status culture were important determinants of children’s participation in highbrow cultural activities. Yet, we found no significant relationship between children’s participation in highbrow cultural activities and academic achievement when controlling for other variables. We highlighted several characteristics of Hong Kong society and its educational system, including the British colonial experience, extreme focus on test preparation, and extensive shadow education, all of which may combine to explain the role of cultural resources in this East Asian society.
Byun, S.-y. and Pong, S.-l. (2016), "Children’s Highbrow Cultural Activities and Academic Achievement in Hong Kong", Family Environments, School Resources, and Educational Outcomes (Research in the Sociology of Education, Vol. 19), Emerald Group Publishing Limited, Bingley, pp. 123-148. https://doi.org/10.1108/S1479-353920150000019006
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