TY - JOUR
T1 - An active investment in cultural capital
T2 - structured extracurricular activities and educational success in China
AU - Tan, Minda
AU - Cai, Liangliang
AU - Bodovski, Katerina
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Using longitudinal data from the China Education Panel Survey (CEPS), this paper employed a set of techniques to investigate the mechanism through which participation in structured extracurricular activities affects students’ academic performance. The main findings are as follows: (1) high SES students were more likely to participate in extracurricular activities than low SES children. (2) Students’ social relationships in school, including supportive friendships and teacher praise, are positively associated with academic performance. (3) Participation in extracurricular activities had no direct impact on eighth grade students’ academic performance or any indirect effects by structuring students’ social relationships in school. Our findings suggest that extracurricular participation does not contribute to students’ academic performance in a context characterised by a high-stakes testing system such as that of China. In such a context, engagement in extracurricular activities, as a way to accumulate cultural capital, may facilitate individuals’ future socioeconomic success on condition that their educational success is foreseeable.
AB - Using longitudinal data from the China Education Panel Survey (CEPS), this paper employed a set of techniques to investigate the mechanism through which participation in structured extracurricular activities affects students’ academic performance. The main findings are as follows: (1) high SES students were more likely to participate in extracurricular activities than low SES children. (2) Students’ social relationships in school, including supportive friendships and teacher praise, are positively associated with academic performance. (3) Participation in extracurricular activities had no direct impact on eighth grade students’ academic performance or any indirect effects by structuring students’ social relationships in school. Our findings suggest that extracurricular participation does not contribute to students’ academic performance in a context characterised by a high-stakes testing system such as that of China. In such a context, engagement in extracurricular activities, as a way to accumulate cultural capital, may facilitate individuals’ future socioeconomic success on condition that their educational success is foreseeable.
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U2 - 10.1080/13676261.2021.1939284
DO - 10.1080/13676261.2021.1939284
M3 - Article
AN - SCOPUS:85107725983
SN - 1367-6261
VL - 25
SP - 1072
EP - 1087
JO - Journal of Youth Studies
JF - Journal of Youth Studies
IS - 8
ER -