Cultural capital and academic achievement: A mixed-methods study on the perceptions of students, families and school staff of three broad areas that may impact student learning during middle school.

摘要

CULTURAL CAPITAL AND ACADEMIC ACHIEVEMENT: A MIXED-METHODS STUDY ON THE PERCEPTIONS OF STUDENTS, FAMILIES, AND SCHOOL STAFF ON THREE BROAD AREAS THAT MAY IMPACT STUDENT LEARNING DURING MIDDLE SCHOOL.ududFrank Anthony Hernandez, EdDudUniversity of Pittsburgh, 2017udududStudents from low socioeconomic status (SES) backgrounds, herein referred to as priority students, have historically struggled to maintain the same academic achievement as students from more advantaged backgrounds. Within the Panther Unified School District, between 40-49% of students qualify as coming from low SES backgrounds. These priority students have historically underperformed when compared to other students from more advantaged backgrounds within the district. The academic struggles of priority students are often increased during times of transition in their K-12 educational career (transition from elementary to middle and middle to high school). The Panther Unified School District graduating class of 2021 has 55 priority students that are in their final year of middle school. This class of students was investigated using a mixed-methods approach to determine which priority students experienced high and low academic achievement in their final two years of middle school and how three broad areas may have influenced their learning in middle school. Methods used included secondary data analysis, a focus group and a learning inventory activity. This study specifically sought to understand how family, school and student factors may have a positive and/or negative influence on the learning of the priority students over their final two years of middle school. Findings indicated that a majority of the priority students were not on track for career or college readiness, that positive and sustained teacher and adult relationships may be a great source of motivation and support for students from low SES backgrounds, and that many of the priority students lacked an ability to act as a self-change agent. This study suggests the value of identifying staff advocates for priority students within schools and that through teacher professional development on understanding the academic and social-emotional needs of many students from low SES backgrounds schools may leverage valuable staff and community resources to improve the academic performance of priority students.