Date of Award
Doctor of Philosophy (Ph.D.) in Sociology
1 online resource (v, 93 pages)
Previous research has focused on the role concerted cultivation has played as a pathway to academic achievement and cognitive skill acquisition, but there has been little to no attention given to the potential role concerted cultivation plays as a pathway to non-cognitive factors that shape academic achievement in school (Bowles and Gintis 1976/2011; Heckman and Kautz 2012). There is substantial evidence that non-cognitive factors significantly determine educational and economic mobility (Bowles and Gintis 1976/2011; Heckman and Kautz 2012), but we know relatively little about the specific role that parenting style, and concerted cultivation in particular, plays in shaping non-cognitive factors. The work of Bourdieu (1977) provides a rationale to hypothesize that the pathway connecting concerted cultivation to academic achievement is mediated by non-cognitive factors.
Overall, the results support the central hypothesis of the study positing that non-cognitive factors mediates the relationship between concerted cultivation and academic achievement. Each of the non-cognitive variables assessed, positive behavior, behavior problems, and mastery, significantly mediate the effect concerted cultivation domains have on academic achievement. Specifically, positive behavior significantly mediates the relationship between parental involvement and both reading score and high school GPA; behavior problems significantly mediates the relationship between parental involvement and reading score and language patterns and reading score, and parental involvement and high school GPA and language patterns and high school GPA; and mastery significantly mediates the relationship between parental involvement and reading score.
Carlson, Bryant, "Concerted Cultivation, Academic Achievement, and the Mediating Role of Non-Cognitive Factors" (2019). Dissertations and Theses. Paper 4807.
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