Conference: Family’s cultural capital and early schooling decisions: the case of the city of Valencia. Gabaldón-Estevan, Pecourt-Gracia, J. and Täht, K.; European Consortium for Sociological Research: Developments in Social Inequality and Social Cohesion. Tilburg (The Netherlands) 14-16 October 2013.

1. Family’s cultural capital and early
schooling decisions: the case of the
city of Valencia
Daniel Gabaldón-Estevan1, Juan Pecourt-Gracia1 & Kadri Täht2
1 - Department of Sociology and Social Anthropology, University of Valencia (ES)
2 - Institute of International Social Studies, University of Tallinn (EE)

2. 2
Introduction
Theoretical framework
Research questions
Few facts about preschool education in Spain
MPyDE research project
Data and variables
Preliminary findings
Discussion
Index

3. Family and school are the contexts of development and
education par excellence.
It is recognized the importance of these educational
environments in child development (autonomy, socialization with
other signifiers, developing cognitive skills, etc..).
The relationships established between the family and the school
are crucial to the development of children.
The family is a lively and diverse institution experiencing
changes and new demands.
The transition from the home environment to the school system
is an important milestone in the life of people has received little
attention from in the literature.
3
Introduction

4. Cultural capital refers to the knowledge, skills
and dispositions of all types that allow
individuals to make decisions and act in the
social world. Equating cultural capital lifestyle,
tastes and preferences that individuals have,
and which are reflected especially in their
consumption patterns and choices.
4
Theoretical framework
Pierre Bourdieu, La Distinction (1979)
Cultural Capital
Field
Field refers to the institutional aspects of
individual and collective actions. Fields
focus on the conflict nature of social life,
while the idea of institution suggests a
consensus among stakeholders and the
absence of conflict.

5. 5
Research questions
Can cultural capital and the
notion of field help us to
understand what social
strategies are behind the first
transition to the school system
(if any)?
Can we identify whether
parental cultural capital,
consumption and behavior
have an effect on children
cultural exposure?

6. 6
Few facts about preschool education in Spain

7. 7
876;
9%
648;
6%
8,495,
85%
Públicos
Privados
Concertados
Privados no
Concertados
Few facts about preschool education in Spain
In the city of
Valencia there
were 10.019 0-2
years old students
during the
2010/2011
academic year

8. 8
MPyDE project
Educational
demands (S&C)
Breeding practices
Family composition
Child rearing
distribution
Mobility
Cultural equipment
Family Adaptability and
Cohesion Evaluation
Scale
Sociodemografics
Household work
distribution
Respondent’s cultural
activities
Children cultural
activities

9. 9
Layout of the questionnaire

10. 10
Layout of the questionnaire

11. 11
Valencia (ES) year 2012
192 CEI (181 priv. & 11 pub.)
Contacted 185 CEI
(96,35%)
Took part 17 CEI (9,2%)
Took part 251 (+1)
families (25%)
Data and variables

12. Pedagogy
Facilities
Canteen
Opening hours
Tarifs
Calendar
Other levels at that center
Summer school
Language
Foreing languages
Parents school
Uniform
Music
Informatics
Agreement with next level
Bus service
Educational preferences
0 1 2 3 4 5
12
Findings

13. 13
Informatics
Foreign languages
Agreement
Uniform
Other levels
Calendar
Opening hours
Cantina
Summer school
Pedagogy
Language
Music
Parents School
Tariffs
Facilities
Bus
Distinction
Immediate
ness
Pedagogy
ɑ 0,77
ɑ 0,80
ɑ 0,62
Findings

14. Centre N Distinction Immediateness Pedagogy
CEI GARABATOS 2 3 3,6 3,3 4,1
CEI BAMBI 7 2,8 4,2 3,0
CEI GIORGETA 0-3 19 3,7 3,8 3,4
CEI DUMBO 3 2,5 3,5 2,8
CEI SAINT THOMAS 8 2,9 3,8 3,2
CEI BAMBY-ABADE 2 18 2,8 3,7 3,2
CEI EL NIU DE SANT ISIDRE 17 3,3 4,2 3,5
CEI NUNO NONO 10 2,8 3,9 2,9
CEI TRAMVIA EL PARC 7 2,3 3,4 2,9
CEI SAMBORI-LATORRE 8 3,5 3,7 3,4
CEI EL TRENET 14 1,8 2,9 3,7
CEI CHIQUITÍN C. BENLLOCH 15 3,1 4,5 3,4
CEI EL EDEN 16 2,8 4,2 3,2
CEI MI CHALET 8 3,3 3,2 3,2
CEI DU-DU-A 50 2,5 3,9 3,6
CEI LA PAZ 18 3,5 4,3 3,5
CEI PEUCOS 22 2,9 4,1 3,3
Total 243 2,9 3,8 3,4
14
Findings

15. 15
Findings
fa_distinct immediat pedag
(Constant) 2,130 4,471 2,328
female ,352 ,215 -,125
age respondent -,001 -,016 ,024
TV/day -,068 ,206 ,096
Reading/year -,023 -,072 ,033
EscMusica reversed -,073 -,071 ,042
Internetreversed ,125 -,070 -,059
NClasica/contemp. -,035 -,060 -,006
ClasicaMusic -,029 -,049 -,027
Opera ,103 ,427 ,090
BookCol -,063 -,064 ,018
FilmCol -,077 ,008 -,029
MusicCol ,148 ,026 ,043
VinilCol -,020 ,162 ,045
educR_prim -,222 -,346 -,247
educR_sec ,182 ,091 -,359
educP_prim ,431 ,440 ,255
educP_sec -,097 -,226 ,049
incomeR ,061 ,037 ,002
incomeP -,031 -,032 -,026
LMsitR_unempl ,822 -,278 ,530
LMsitR_empl_temp -,043 -,357 -,273
occR_leader ,031 ,026 ,117
occR_semiprof ,263 ,391 -,314
occR_admin ,204 ,293 ,135
occR_service ,298 ,033 ,056
occR_domestic ,414 ,239 ,725
occR_indust ,384 1,003 ,056
occR_noqualif ,014 -,081 -,050
R cuadrado ,158 ,173 ,183

16. 16
Discussion
Preliminary results
Limitations derived from a small sample
Multilevel analysis should follow to include centers in
the analysis
And thank you for your attention,
comments and suggestions