Исследование посвящено анализу влияния культурного капитала семьи на образовательные траектории и социальную мобильность учащихся из различных этнических групп. Актуальность темы обусловлена недостаточной изученностью роли культурных ресурсов в формировании образовательного неравенства в полиэтничных сообществах. Цель работы - выявить механизмы и эффекты воздействия инкорпорированных, объективированных и институционализированных форм культурного капитала на образовательные достижения и социальный статус учащихся с учетом их этнической принадлежности. Методология исследования основана на комплексном применении количественных и качественных методов, включая анкетный опрос (n=1500), полуструктурированные интервью (n=120), анализ документов. Сформирована стратифицированная выборка, репрезентирующая ключевые этнические группы региона. Статистический анализ данных выполнен с использованием методов описательной статистики, корреляционного и регрессионного анализа. Результаты показывают, что высокий уровень культурного капитала семьи значимо повышает шансы на успешное обучение и восходящую социальную мобильность вне зависимости от этнической принадлежности. При этом выявлены специфические для разных этнических групп паттерны конвертации культурного капитала в образовательные достижения. Практическая значимость работы связана с возможностями оптимизации образовательной политики и практик с учетом культурного разнообразия.
The study is devoted to the analysis of the influence of the cultural capital of the family on the educational trajectories and social mobility of students from various ethnic groups. The relevance of the topic is due to the insufficient study of the role of cultural resources in the formation of educational inequality in multiethnic communities. The aim of the work is to identify the mechanisms and effects of the impact of incorporated, objectified and institutionalized forms of cultural capital on the educational achievements and social status of students, taking into account their ethnicity. The research methodology is based on the complex application of quantitative and qualitative methods, including a questionnaire survey (n=1500), semi-structured interviews (n=120), and document analysis. A stratified sample was formed, representing the key ethnic groups of the region. The statistical analysis of the data was performed using the methods of descriptive statistics, correlation and regression analysis. The results show that a high level of family cultural capital significantly increases the chances of successful education and upward social mobility, regardless of ethnicity. At the same time, patterns of conversion of cultural capital into educational achievements specific to different ethnic groups have been identified. The practical significance of the work is related to the possibilities of optimizing educational policies and practices taking into account cultural diversity.
The study is devoted to the analysis of the influence of the cultural capital of the family on the educational trajectories and social mobility of students from various ethnic groups. The relevance of the topic is due to the insufficient study of the role of cultural resources in the formation of educational inequality in multiethnic communities. The aim of the work is to identify the mechanisms and effects of the impact of incorporated, objectified and institutionalized forms of cultural capital on the educational achievements and social status of students, taking into account their ethnicity. The research methodology is based on the complex application of quantitative and qualitative methods, including a questionnaire survey (n=1500), semi-structured interviews (n=120), and document analysis. A stratified sample was formed, representing the key ethnic groups of the region. The statistical analysis of the data was performed using the methods of descriptive statistics, correlation and regression analysis. The results show that a high level of family cultural capital significantly increases the chances of successful education and upward social mobility, regardless of ethnicity. At the same time, patterns of conversion of cultural capital into educational achievements specific to different ethnic groups have been identified. The practical significance of the work is related to the possibilities of optimizing educational policies and practices taking into account cultural diversity.