We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal Survey–Kindergarten cohort (ECLS-K), results suggest a comprehensive model where teachers play a prominent, mediating role in the effects of computer proficiency on academic achievement. These findings have practical applications within classrooms, which can lead to a reduction in stratification. Our findings modernize and renew theoretical tools for understanding teacher and student interactions and the effects on achievement outcomes
ArabsolgharFatemehElkinsJohn. 2001. “Teachers’ Expectations about Students’ Use of Reading Strategies, Knowledge and Behaviour in Grades 3, 5, and 7.” Journal of Research in Reading24:154-62.
2.
AschaffenburgKarenMaasIneke. 1997. “Cultural and Educational Careers: The Dynamics of Social Reproduction.” American Sociological Review62:573-87.
3.
AttewellPaul. 2001. “The First and Second Digital Divides.” Sociology of Education74:252-59.
4.
AttewellPaulBattleJuan. 1999. “Home Computers and School Performance.” The Information Society15:1-10.
5.
AttewellPaulSuazo-GarciaBelkisBattleJuan. 2003. “Computers and Young Children: Social Benefit or Social Problem?” Social Forces82:141-68.
6.
BeltranDaniel O.DasKuntal K.FairlieRobert W.2006. Do Home Computers Improve Educational Outcomes? Evidence from Matched Current Population Surveys of Youth 1997. Bonn, Germany: Institute for the Study of Labor.
7.
BourdieuPierre. 1979. Distinction:A Social Critique of the Judgment of Taste. Translated by NiceR.Cambridge: Harvard University Press.
8.
BourdieuPierre. 1986. “The Forms of Capital.” Pp. 241-58 in Handbook for Theory and Research for the Sociology of Education, edited by RichardsonJ. G.Westport, CT: Greenwood.
9.
BrophyJere Edward. 1983. “Research on the Self-fulfilling Prophecy and Teacher Expectation.” Journal of Educational Psychology75:631-61.
BurbulesNicholas C.CallisterThomas A.Jr.2000. Watch IT: The Risks and Promises of Information Technologies for Education. Boulder, CO: Westview Press.
12.
CheadleJacob E.2008. “Educational Investment, Family Context, and Children’s Math and Reading Growth from Kindergarten through the Third Grade.” Sociology of Education81:1-31.
13.
ColemanJames S.1988. “Social Capital in the Creation of Human Capital.” American Journal of Sociology94:95-120.
14.
DiMaggioPaul. 1982. “Cultural Capital and School Success: The Impact of Status Culture Participation on the Grades of U.S. High School Students.” American Sociological Review47:189-201.
15.
DiMaggioPaulHargittaiEszterCelesteCoralShaferSteven. 2004. “Digital Inequality: From Unequal Access to Differentiated Use.” Pp. 355-400 in Social Inequality, edited by NeckermanK. M.New York, NY: Russell Sage Foundation.
16.
DowneyDouglas B.von Hippel PaulT.BrohBeckett A.2004. “Are Schools the Great Equalizer? Cognitive Inequality during the Summer Months and the School Year.” American Sociological Review69:613-35.
17.
DowneyDouglas B.Vogt YuanAnastasia S.2005. “Sex Differences in School Performance during High School: Puzzling Patterns and Possible Explanations.” The Sociological Quarterly46:299-321.
18.
DumaisSusan A.2002. “Cultural Capital, Gender, and School Success: The Role of Habitus.” Sociology of Education75:44-68.
DusekJerome B.O’ConnellEdward J.1973. “Teacher Expectancy Effects on the Achievement Test Performance of Elementary School Children.” Journal of Educational Psychology65:371-77.
21.
EmihovichCatherine. 1990. “Technocentrism Revisited: Computer Literacy as Cultural Capital.” Theory into Practice29:227-34.
22.
EntwisleDoris R.AlexanderKarl L.OlsonLinda S.2000. “Summer Learning and Home Environment.” Pp. 9-30 in A Notion at Risk: Preserving Public Education as an Engine for Social Mobility, edited by KahlenbergR. D.New York: Century Foundation.
23.
EntwisleDoris R.AlexanderKarl L.OlsonLinda S.2003. “Young Children’s Achievement in School and Socioeconomic Background.” Pp. 86-108 in After the Bell: Family Background, Public Policy and Educational Success, edited by ConleyD.AlbrightK.New York: Routledge.
FunnellRobertSmithRichard. 1981. “Search for a Theory of Cultural Transmission in an Anthropology of Education: Notes on Spindler and Gearing.” Anthropology & Education Quarterly12:275-300.
26.
GallagherAnn M.KaufmanJames C.2005. Gender Differences in Mathematics: An Integrative Psychological Approach. Cambridge, UK: Cambridge University Press.
27.
GiacquintaJoseph B.BauerJo AnneLevinJane E.1993. Beyond Technology’s Promise: An Examination of Children’s Educational Computing at Home. Cambridge, MA: Cambridge University Press.
28.
HamelinkCees J.2000. The Ethics of Cyberspace. Thousand Oaks, CA: Sage.
29.
HargittaiEszter. 2010. “Digital Na(t)ives? Variation in Internet Skills and Uses among Members of the ‘Net Generation.’” Sociological Inquiry80:92-113.
30.
HuangJieRussellSusan. 2006. “The Digital Divide and Academic Achievement.” Electronic Library24:14.
31.
JudgeSharon. 2005. “The Impact of Computer Technology on Academic Achievement of Young African American Children.” Journal of Research in Childhood Education20(2):91.
32.
JudgeSharonPuckettKathleenBellSherry Mee. 2006. “Closing the Digital Divide: Update from the Early Childhood Longitudinal Study.” Journal of Educational Research100:52-60.
33.
LareauAnnette. 1987. “Social Class Differences in Family-school Relationships: The Importance of Cultural Capital.” Sociology of Education60:73-85.
34.
LareauAnnetteWeiningerElliot B.2003. “Cultural Capital in Educational Research: A Critical Assessment.” Theory and Society32:567-606.
35.
LeeValerieSmithJulia. 2001. High School Restructuring and Student Achievement. New York: Teachers College Press.
36.
LeiJingZhaoYong. 2007. “Technology Uses and Student Achievement: A Longitudinal Study.” Computers & Education49:284-96.
37.
MarksGary N.2007. “Accounting for the Gender Gap in Reading and Mathematics: Evidence from 31 Countries.” Oxford Review of Education34:1-21.
38.
McFarlaneAngela. 1997. “What Are We and How Did We Get Here?” Pp. 1-12 in Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom, edited by McFarlaneA.London, England: Routledge.
39.
MertonRobert. 1968. Social Theory and Social Structure. New York: The Free Press.
40.
MeschGustavo S.TalmudIlan. 2010. Wired Youth: The Social World of Adolescence in the Information Age. New York: Psychology Press.
41.
MickelsonRoslyn Arlin. 1989. “Why Does Jane Read and Write So Well? The Anomaly of Women’s Achievement.” Sociology of Education62:47-63.
42.
RistRay C.1970. “Student Social Class and Teacher Expectations: The Self-fulfilling Prophecy in Ghetto Education.” Harvard Educational Review40:411-51.
43.
RoscignoVincent J.Ainsworth-DarnellJames W.1999. “Race, Cultural Capital, and Educational Resources: Persistent Inequalities and Achievement Returns.” Sociology of Education72:158-78.
44.
RosenthalRobertJacobsonLenore. 1968. Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development. New York: Holt, Rinehart, & Winston.
45.
Stanton-SalazarRicardo D.DornbuschSanford M.1995. “Social Capital and the Reproduction of Inequality: Information Networks among Mexican-origin High School Students.” Sociology of Education68:116-35.
46.
StollClifford. 1995. Silicon Snake Oil: Second Thoughts on the Information Highway. New York: Doubleday.
47.
TapscottDonLowyAlexTicollDavid. 2000. Digital Capital: Harnessing the Power of Business Webs. Cambridge, MA: Harvard Business School Press
48.
TourangeauKarenNordChristineLeThanhPollackJudith M.Atkins-BurnettSallyHauskenElvira Germino. 2006. Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K): Combined Users Manual for the ECLS-K Fifth Grade Data Files and Electronic Codebook. Washington, DC: National Center for Education Statistics.
49.
UnderwoodJeanBillinghamMarkUnderwoodGeoffrey. 1994. “Predicting Computer Literacy: How Do the Technological Experiences of Schoolchildren Predict Their Computer Based Problem Solving Skills?” Journal of Information Technology for Teacher Education3:115-25.
50.
van den BerghL.DenessenE.HornstraL.VoetenM.HollandR. W.2010. “The Implicit Prejudiced Attitudes of Teachers: Relations to Teacher Expectations and the Ethnic Achievement Gap.” American Educational Research Journal47:497-527.
51.
WagmillerRobert L.Jr.GershoffElizabethVelizPhilipClementsMargaret. 2010. “Does Children’s Academic Achievement Improve When Single Mothers Marry?” Sociology of Education83:201-226.
52.
WenglinskyHarold. 1998. Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics. Princeton, NJ: Educational Testing Service, Policy Information Center.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
