Academic achievement of individuals is always recognized as an important indicator of their career pursuit and upward social mobility. Theoretically, cultural capital has an arguably large impact on the academic achievement of students, as several studies have analysed the link between cultural capital and academic achievement in pre-tertiary education institutes, while other factors, including the household’s socio-economic status (SES) and social capitals may also vary the extent of the impact by cultural capital on students in tertiary education institutes. This research aims to examine the potential direct association between cultural and social capital and academic achievement in higher education institutions in Hong Kong by conducting a case study at the Chinese University of Hong Kong (CUHK) representing all nine government-funded universities in Hong Kong, while further considering SES and other factors. Through a face-to-face interview and survey of 119 respondents based on stratified sampling, the study suggests that students in tertiary education institutes show a limited relationship between cultural capital and academic achievement. Other factors, however, exert a greater impact on academic achievement, including perceived grade importance, academic effort, and parental social capital. The finding suggests a change of education policy direction in Hong Kong universities is needed, to shift the focus from enhancing cultural capitals (knowledge) to more social capitals (individual networking), which social capitals are significantly attributed to and rooted on the perceived grade importance, academic effort, and parental social capital.

Authors:
Lok Fai Pun, The Chinese University of Hong Kong, Hong Kong
Jeremy Ko, The Chinese University of Hong Kong, Hong Kong

About the Presenter(s)
Dr Lok Fai Pun is a University Postdoctoral Fellow or Instructor at The Chinese University of Hong Kong in Hong Kong

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