Accounting for Unequal Academic Performance
Government and Private Students in Dire Dawa, Ethiopia
Datos Bibliográficos
| ID | 2617907 |
|---|---|
| Autores | Abdulfetah Mohammed (0009-0007-2027-9466, University of Gondar), Mikyas Abera (0000-0002-1547-7982, University of Gondar) |
| Año | 2022 |
| Volumen | 21 |
| Número | 1 |
| Páginas | 43-67 |
| Fecha de publicación | 2022-05-25 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | African studies quarterly (JOURNAL) |
| Identificadores de la revista | ISSN: 2152-2448 • E-ISSN: 2152-2448 |
| Editorial | University of Florida George A Smathers Libraries (PUBLISHER) |
| DOI | 10.32473/asq.21.1.135968 |
| OpenAlex | W4399020006 |
| Idioma | EN |
| Referencias citadas | 23 |
Parental socioeconomic status, residence, gender, and type of school, among others, have been identified to affect students' academic performance. This article aims at explaining the effects of cultural, economic, and social capital on the academic performance of students attending government and private preparatory schools in Dire Dawa city, Ethiopia. Employing Bourdieu's analytical framework of cultural capital, it interprets and reports empirical data gathered through desk review, survey, key informant interview (KII), and focus group discussion (FGD), and draws conclusions between students' inherited background and academic performance in government and private schools. The article reports that parents of private school students had significantly better cultural, economic, and social capitals that correspond with their children's superior academic performances compared to parents of government school students. On the other hand, private schools reportedly had strong academic orientation, provided quality education, and actively involved parents in supervising and supporting children's education. With better school organization and management that provides quality education, effective learning facilities, supervision, and support to students of well-to-do families, private-schools are not only ensuring better academic outcomes for these children but also arguably conceal the functional correspondence between inherited privileges and academic performance and play potent transliteration function for cultural reproduction of privileged groups
Business · Government (linguistics · Political science · African history and culture analysis · Philosophy · Psychology · School Choice and Performance · Accounting
The Credential Society
Catholic Schools and the Common Good
Parental Involvement and Students' Academic Achievement
A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children
The Concept of Equality of Educational Opportunity
Measuring Education Inequality
The Rules of Art
Family Learning Environments and Students’ Outcomes
Estimating Private School Premium for Primary School Children in Ethiopia
The Increasing Significance of Class
Reproduction in Education, Society and Culture
Parent involvement in elementary school and educational attainment
Cultural Capital, Educational Attainment, and Marital Selection
Cultural Capital and School Success
Why Do Parents Become Involved? Research Findings and Implications
Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children
Cultural Resources and School Success
When Bigger Is Not Better
Family Structure, Parental Practices and High School Completion
Cultural and Educational Careers
Social Classes and Corporate Interests in the Ethiopian Revolution
The Development of Higher Education and Social Change
Cultural capital in educational research
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |