This book uses Pierre Bourdieu’s cultural capital model as a theoretical framework for exploring how students in Beijing and Hong Kong perceive parental influences―their parents’ cultural capital and support―on their participation in musical activities. By studying students’ perceptions of their parents’ cultural capital and support for their musical activities, this book revisits the applicability of Bourdieu’s cultural capital model in the contemporary Chinese context and reveals how inequality in terms of parental cultural capital governs parents’ support and influences the intergenerational transmission of cultural capital, which in turn contributes to inequality in terms of students’ cultural capital.
Author(s): Siu-hang Kong
Publisher: Springer
Year: 2023
Language: English
Pages: 172
City: Singapore
Foreword
References
Acknowledgements
Contents
1 Introduction: Parental Influences and Education
1.1 Background
1.2 Introduction to Bourdieu’s Cultural Capital
1.3 The Three States of Cultural Capital: Embodied, Objectified, and Institutionalized
1.4 Intergenerational Transmission of Cultural Capital
1.5 Cultural Capital and Inequality in School Education
1.6 Conversion from Economic Capital to Cultural Capital
1.7 Parental Support for Children’s Cultural Development
1.8 Theme of the Book
1.9 Overview of the Book
References
2 Parental Support for Students’ Music Learning
2.1 Parental Support for Children’s Cultural Development
2.2 Conceptualisation of Parental Support in Children’s Learning
2.3 Influence of Socioeconomic Factors on Parental Support
2.4 Parental Influences on Students’ Music Learning
2.4.1 Influence of Parental Support on Students’ Music Learning
2.4.2 Factors Affecting Parental Support on Students’ Music Learning
2.4.3 Parental Cultural Capital and Students’ Musical Preferences
2.4.4 Parenting Style and Students’ Musical Preferences
2.5 Summary of the Chapter
References
3 Parental Involvement in Students’ Cultural Development in Beijing and Hong Kong
3.1 Introduction
3.2 An Overview of Parental Support on Students’ Education in Hong Kong and Beijing
3.3 Music Education in Beijing
3.4 Music Education in Hong Kong
3.5 The Study
3.5.1 Background of the Respondents
3.5.2 Parent’s Cultural Background
3.5.3 Parents’ Musical Background
3.5.4 Information About Students’ Instrumental Learning
3.5.5 Financial Support for Students’ Instrumental Learning
3.6 Summary of the Chapter
References
4 Students’ Voice on Parental Support for Music Activities in Beijing and Hong Kong
4.1 Parental Support for Students’ Learning
4.2 Parenting Styles in Chinese and Western Contexts
4.3 Parents’ Motivation, Parental Support, and Students’ Instrumental Learning
4.4 The Study
4.5 Findings
4.5.1 Paternal and Maternal Support for Students’ Music Listening
4.5.2 Students’ Perceived Importance of Parental Support for Music Listening
4.5.3 Students’ Perception of Participation of Musical Activities with Parents
4.5.4 Importance of Parental Support for Students’ Participation in Music Activities
4.5.5 Perceived Extent and Importance of Parental Support for Students’ Instrumental Learning
4.5.6 Influence of Parental Support on Students’ Motivation for Learning Instruments
4.6 Discussion
4.6.1 Respondents’ Perception of Parental Support for Music Activities
4.6.2 How Parental Support Enhances Students’ Motivation on Music Learning
4.7 Summary of the Chapter
References
5 Cultural Capital, Cultural Participation and Musical Preferences
5.1 Social Status and Cultural Preference
5.2 Language and Musical Preferences
5.3 Cultural Capital and the Perception of Music
5.4 Musical Listening in the New Media Age
5.5 The Study
5.6 Findings
5.6.1 Students’ Purpose of Music Listening
5.6.2 Medium of Students’ Music Listening
5.6.3 Influence of Parental Cultural Capital on the Musical Styles to Which Students Listening
5.6.4 Influence of Parental Encouragement of Students’ Music Listening
5.6.5 Perception and Reaction Towards Parents’ Music Sharing
5.6.6 Influence of Parents’ Music Listening on Students’ Music Listening
5.6.7 Students’ Perception of and Attitude Towards Parents’ Musical Preferences
5.6.8 Students’ Perception of Parental Influence on Their Musical Preferences
5.6.9 Correlation Between Students’ Perceived Degree of Parental Support and Parental Influence on Students’ Musical Preferences
5.6.10 Students’ Musical Preferences and Their Language Proficiency
5.7 Discussion
5.7.1 Intergenerational Transmission of Musical Preference
5.7.2 Respondents’ Perceived Importance of Parental Support for Music Listening
5.7.3 Language Proficiency and Musical Preferences
5.8 Summary of the Chapter
References
6 Influences of Parental Cultural Capital on Support for Students’ Music Activities
6.1 Introduction
6.2 Socioeconomic Factors and Parental Support
6.3 Factors Affecting Parental Support on Students’ Music Learning
6.4 The Study
6.4.1 The Degree to Which Parental Education Predicts Support for Students’ Music Listening
6.4.2 The Degree to Which Parental Musical Background Predicts Support for Students’ Music Listening
6.4.3 The Degree to Which Parental Education and Musical Backgrounds Predict Support for Students’ Instrumental Learning
6.4.4 Parental Cultural Capital and Students’ Enrolment into Instrumental Classes
6.4.5 Students’ Perception of Parental Influence on the Construction of a Musical Home Environment
6.5 Discussion
6.5.1 Influence of Parental Cultural Capital on Their Support for Students’ Music Listening
6.5.2 Influence of Parental Cultural Capital on Their Support for Students’ Instrumental Learning
6.5.3 Intergenerational Transmission of Cultural Capital: Enrolment in Instrumental Class
6.6 Conclusion
References
7 Parental Influences on Students’ Cultural Development from Comparative Perspective
7.1 Introduction
7.2 The Comparative Study
7.3 Findings
7.3.1 Parental Support for Respondents’ Music Listening
7.3.2 Respondents’ Perceived Importance of Parental Support for Music Listening
7.3.3 Parental Support for Students’ Instrumental Learning
7.3.4 Students’ Motivation for Learning Musical Instrument
7.3.5 Influence of Parental Education Attainment on the Support Exerted on Students’ Music Listening
7.3.6 Influence of Parental Musical Background on Parental Support for Students’ Music Listening
7.3.7 Students’ Perception of Musical Home Environment
7.3.8 Influences of Parents’ Musical Preferences on Students’
7.3.9 Students’ Perception of and Attitude Towards Parents’ Musical Preferences
7.3.10 Perception and Reaction Towards Parents’ Music Sharing
7.3.11 Students’ Perception of Parental Influence on Their Musical Preferences
7.3.12 Parental Cultural Capital and Students’ Enrolment into Instrumental Classes
7.4 Discussion
7.4.1 The Similarities in the Parental Influences on Students’ Music Activities Between Beijing and Hong Kong
7.4.2 Differences in Parental Influences on Students’ Music Listening Between Beijing and Hong Kong
7.4.3 Differences in the Parental Influences on Students’ Instrumental Learning Between Beijing and Hong Kong
7.5 Conclusion
References
8 Implications and Conclusions
8.1 Overview of the Book
8.2 Parental Influences on Students’ Musical Development: Rethinking Bourdieu’s Cultural Capital in the Contemporary Chinese Context
8.3 Concluding Words: Role of Parents, School Educators, Instrumental Tutors Under the Challenge of Inequality in Music Education
8.3.1 Role of Parents
8.3.2 Role of the School Educators
8.3.3 Role of Instrumental Instructors
References
