Maria Paino and Linda A. Renzulli (2012) Digital Dimension of Cultural Capital: The (In)Visible Advantages for Students Who Exhibit Computer Skills, Sociology of Education 2013 86: 124
In this article we draw on insights from the study of information technology and teacher expectations to examine how computer usage may influence student achievement both directly and indirectly. Specifically, we suggest that Bourdieu’s theoretically robust idea of cultural capital may include a digital dimension. Computer proficiency may influence academic achievement directly because of the skills it develops, but it may also influence achievement indirectly through teachers’ evaluation. We explore the following questions: How does computer proficiency affect academic achievement? How does computer proficiency affect teachers’ evaluations of students? And finally, to what extent do teachers’ evaluations mediate the relationship between computer proficiency and academic achievement?
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