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Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai: Based on Taoyuan Private Primary Migrant School

Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai: Based on Taoyuan Private Primary Migrant School

Keyi Lyu, Cong Lyu, Jiacheng Li, Ghassan Shughri
Copyright: © 2019 |Pages: 22
ISBN13: 9781522591085|ISBN10: 1522591087|ISBN13 Softcover: 9781522591092|EISBN13: 9781522591108
DOI: 10.4018/978-1-5225-9108-5.ch025
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MLA

Lyu, Keyi, et al. "Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai: Based on Taoyuan Private Primary Migrant School." Handbook of Research on Social Inequality and Education, edited by Sherrie Wisdom, et al., IGI Global, 2019, pp. 448-469. https://doi.org/10.4018/978-1-5225-9108-5.ch025

APA

Lyu, K., Lyu, C., Li, J., & Shughri, G. (2019). Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai: Based on Taoyuan Private Primary Migrant School. In S. Wisdom, L. Leavitt, & C. Bice (Eds.), Handbook of Research on Social Inequality and Education (pp. 448-469). IGI Global. https://doi.org/10.4018/978-1-5225-9108-5.ch025

Chicago

Lyu, Keyi, et al. "Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai: Based on Taoyuan Private Primary Migrant School." In Handbook of Research on Social Inequality and Education, edited by Sherrie Wisdom, Lynda Leavitt, and Cynthia Bice, 448-469. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9108-5.ch025

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Abstract

Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.

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