The Roles of Cultural Capital in Teacher–Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges
Abstract
:1. Introduction
2. Literature Review
2.1. The Concept of Teacher–Student Interaction
2.2. The Influence of Cultural Capital on Student–Teacher Interaction
2.3. Application of Bourdieu’s Theory in the Chinese Context
- (1)
- What kinds of teacher–student interactions did students experience before they entered into higher vocational colleges?
- (2)
- What cultural capital do teachers and students use, and how is this cultural capital conveyed through daily interactions?
3. Methodology
3.1. Setting and Participants
3.2. Data Collection
3.3. Data Analysis
4. Findings
4.1. Types of Student–Teacher Interaction
4.1.1. Authoritative Teacher–Student Interaction Dominates
When I was in junior middle school, I had bad academic achievement in chemistry and normally got bad grades… Once upon a time, when we had a chemistry class and we needed to do some chemical experiments, my chemistry teacher told us if we finished the experiment and passed his inspection we could leave the classroom… I was the first student who finished the experiment and I assisted my friend. When we finished, the chemistry teacher asked us to repeat the experiment in front of him, and we did it again. When we planned to leave, the chemistry teacher told us “If you guys leave today, never come back to my chemistry class again!”… I guessed that I threatened his authority at that moment, but he promised ahead, and I left when I fulfilled his requirement.(S3)
I lived with my grandparents since I was young, because my parents worked in another city for many years… My grandfather had a primary school degree and my grandmother had no education degree; my parents had the same situation. My parents were not at home, so my grandparents were responsible for teaching me. When I began to have memories, I remembered that my grandparents told me to study every day and listen to the teachers’ words at school.(S2)
There were several times that my teacher in junior middle school wanted to do a home visit with my parents; however, my parents rejected all of them and told the teacher they were busy with work. Later, this teacher had no choice, but made a call and suggested my parents care more about my academic study.(S3)
My father communicated with my teacher only once before I went to vocational college. He wanted my teacher to make some suggestions about my educational choice, to continue to study hard for an academic education or to choose vocational education. My father was not familiar with the different education styles, and he thought my teacher, as a worker in the education system, knew better than him.(S1)
4.1.2. Laissez-Faire Teacher–Student Interaction
I couldn’t understand the teacher’s lecture. It’s also because the teacher’s management was relatively lax, so I felt bored staying in the class, so I skipped class.(S2)
Once I got full marks in math. I just wanted to get a compliment from the head teacher and the teacher’s affirmation that I made great progress. I worked hard for this… Since I was rebellious in the second year of junior high school, the class teacher felt that this girl seemed to be not good enough, and she couldn’t get into a good high school. Even if I could get into high school, I couldn’t get into a good key class. In the eyes of the head teacher, I didn’t seem to be good at anything. When I was in the third year of junior high school, I wanted to tell the teacher through my grades that I was not bad, I could do it.”(S13)
When I was in high school, one night I checked messages on my mobile phone in my dormitory and the patrol teacher confiscated my mobile. I explained it to my headteacher the next day, and at first, he said that it was not a big problem and asked me to give up my mobile. Later, he asked me to go home and reflect. However, I could not leave the campus without the headteacher’s handwritten permission, and he refused to communicate with me and the guard. Thus, at that time, even though I was at school, I did not know what I could do. I was not allowed to enter my classroom and I was not allowed to leave the campus. The only thing I could do was wander around the campus.(S4)
4.2. Students’ Embodied Cultural Capital Affects the Content and Effectiveness of Teacher–Student Interaction
4.2.1. Transmission of Academic Cultural Capital: The Main Content of Teacher–Student Interaction
As long as I had any problems, I would go to the teacher to talk directly… The main thing was that talking was a way of learning, what did I need to correct, or suggestions about what I should do and how to adjust. The most frequently asked questions were about learning methods.(S12)
Our high school teacher was our sports coach and also our head teacher. He was stricter in our studies. For example, every evening self-study, although he was a physical education teacher, but he teaching us mathematics, if we did not learn well, he would push us to run 800 metres, or run 400 metres. This kind of person cares more about our study and training, and is very responsible. He was very strict with us. If you wanted to be lazy during training, he would spank my ass with our training equipment. There was corporal punishment. He hoped that we could get all our grades in professional courses and cultural courses. He wanted me to go to undergraduate.(S1)
The class teacher in the second year of high school was a bit older, in his 50s. His thinking was a little bit more old-fashioned. He said that there is no need in life, just to do it so well, and focus on studying. Because we were often late for bathing, he said that in terms of bathing, it was winter at that time, and he said that there was no need to wash so many times a week: once a week was enough. I feel that my thinking is different from his, because young people like to be clean, and the frequency of bathing may be higher.(S2)
4.2.2. Students’ Low Embodied Cultural Capital Restricts the Effect of Teacher–Student Interaction
When I was young, I was probably very introverted and didn’t talk much, including when I met some relatives during the Chinese New Year at home: as long as my parents didn’t make me say hello to uncle and aunt, I wouldn’t say hello. Then it was like kindergarten, and then in elementary school, I had less contact with my classmates, and I only played very well with my good friends.(S6)
I might be afraid that I didn’t have a sense of existence. Most of the time, I hoped that the teacher would pay attention to some of them… Maybe it is my own problem. Sometimes I listened to my classmates chatting with the teacher more, they talked about some interesting things, and then I also wanted to have more exchanges with the teacher.(S5)
My mother said that my grades in English were too bad, so I also went to tutoring. There was a foreign teacher over there. The foreign teacher would greet you warmly when he saw a new student, and then my temper was relatively slow, so I would be straight looking at him. Others would be very enthusiastic and respond quickly, but I was very slow… I was the most active after class, and I couldn’t wait to just shrink there in class and let the teacher not find me.(S5)
That was, when the teacher asked me to serve as some class cadres, I would be a little happy because I felt that the teacher would pay attention to me. I always felt that the teacher didn’t pay much attention to me, because I was an average student in high school. It was not particularly good, and it was not particularly bad. Usually, there was no sense of presence. Awards were always given as a priority to good students.(S5)
4.2.3. Acquisition of Anti-School Culture Exacerbates Teacher–Student Conflict
This was a fact that most people did not want to study. Those who studied and sat in the front, and those who did not study and sat in the back. As long as the teacher said, “don’t disturb them in class, everything else is fine.” Like most people, it might be a herd mentality.… Seats were assigned by the teacher. After he checked the grades, he put the good ones at the front of the classroom, and the bad ones next to or behind the classroom.(S7)
At that time, the ones in the back had a close relationship with some students in the next few rows. They chatted after class, and then they didn’t have to spend their spare time completing their homework. I would copy the homework assigned by the teacher, and I would take their test papers to look at, and then write it casually based on my own, and stop completing my homework so seriously.(S9)
When I was in junior high school, my friends taught me to smoke. At first, I thought it was funny, so I smoked with my friends. In that environment, I didn’t want to study anymore, and I confronted the class teacher every day. Then I asked for leave at noon, went to the bathroom for two hours at noon, and sometimes put on slippers and went to sleep in class… because the environment was like that, many people slept, and you felt that you were at a loss if you didn’t sleep.(S7)
Once my teacher found out about my smoking and was notified. The head teacher knew about it the next day and asked me to go home and reflect on it for a few days. Then I stayed at home for a few days, rather decadent, just lying in bed. After a few days, my parents also knew about it and often criticized me. Finally, I wrote a review and handed it over to the class teacher. If I smoke in the future, I would be more careful, for fear of being caught.(S5)
4.3. Differentiated Institutionalized Cultural Capital Affects the Aim and Content of Teacher–Student Interaction
4.3.1. Teachers’ High Institutional Cultural Capital Affects the Goals of Teacher–Student Interaction
Our high school teacher repeated the course for three years, and he said that I would definitely be able to go to undergraduate.… You felt that his story was very inspirational. He repeated his studies in high school for three years. His mother died when he was in his third year of high school. It was a big blow to him, but he did not give up. At that time, his family conditions were very poor, and he was the kind who worked hard. His story was inspirational, you know we would train hard, study hard, and hope to pass an undergraduate exam.(S1)
When I was in high school, my relationship with my teachers was still very harmonious. My class teacher was very kind, he teaches English, and although he would digress in his class, tell us some of his past stories and experiences, we should study hard and get it Some go to a higher level.(S9)
4.3.2. Transmission of Institutional Cultural Capital Affects the Content of Teacher–Student Interaction
After my cousin was admitted, my father found out that this school could also be used as an undergraduate, and he gradually had confidence in me. My father called the teacher to make an appointment to talk with him, asking me about my studies and professional courses, and Teacher Wu said that it was very promising. However, after talking together like this, my younger brother passed the exam in the same year, but I failed.(S1)
As for why I chose this major, it was because the teacher said that there was school-enterprise cooperation, and he promoted it every day, sending me WeChat messages. There were many opportunities, and the school paid a lot of attention to it. Then there was a branch school-enterprise cooperation, which means that you can go to their companies for internships, and then choose your major without thinking too much.(S1)
Although the teachers in the school were very nice, you could have a lot of communication with the teachers in learning. But to be honest, the teachers were all graduate students, and their world was the world you yearn for. But I was not sure whether I could pass the postgraduate entrance examination. Because I think that the teachers were all graduate students, and I might have nothing to talk about with them.(S11)
5. Discussion
6. Conclusions and Implications
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
- Wang, Q. China needs workers more than academics. Nature 2013, 499, 381. [Google Scholar] [CrossRef]
- Wang, A.; Guo, D. Technical and vocational education in China: Enrolment and socioeconomic status. J. Vocat. Educ. Train. 2019, 71, 538–555. [Google Scholar] [CrossRef]
- Bourdieu, P. Cultural reproduction and social reproduction. In Knowledge, Education, and Cultural Change; Brown, R., Ed.; Routledge: Abingdon, UK, 2018; pp. 71–112. [Google Scholar] [CrossRef]
- Bourdieu, P. The forms of capital. In The Sociology of Economic Life; Granovetter, M., Swedberg, R., Press, W., Eds.; Routledge: Abingdon, UK, 2018; pp. 78–92. [Google Scholar] [CrossRef]
- Dumais, S.A. Cultural capital, gender, and school success: The role of habitus. Soc. Educ. 2002, 75, 44–68. [Google Scholar] [CrossRef]
- Gaddis, S.M. The influence of habitus in the relationship between cultural capital and academic achievement. Soc. Sci. Res. 2013, 42, 1–13. [Google Scholar] [CrossRef]
- Byun, S.Y.; Schofer, E.; Kim, K.K. Revisiting the role of cultural capital in east Asian educational systems: The case of South Korea. Soc. Educ. 2012, 85, 219–239. [Google Scholar] [CrossRef]
- Roksa, J.; Potter, D. Parenting and academic achievement: Intergenerational transmission of educational advantage. Soc. Educ. 2011, 84, 299–321. [Google Scholar] [CrossRef]
- Barone, C. Cultural capital, ambition and the explanation of inequalities in learning outcomes: A comparative analysis. Sociology 2006, 40, 1039–1058. [Google Scholar] [CrossRef]
- McGrath, K.F.; Van Bergen, P. Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educ. Res. Rev. 2015, 14, 1–17. [Google Scholar] [CrossRef]
- Cipriano, C.; Barnes, T.N.; Kolev, L.; Rivers, S.; Brackett, M. Validating the emotion-focused interactions scale for teacher-student interactions. Learn. Environ. Res. 2019, 22, 1–12. [Google Scholar] [CrossRef]
- Wang, S.; Rubie-Davies, C.M.; Meissel, K. Instructional practices and classroom interactions of high and low expectation teachers in China. Soc. Psychol. Educ. 2019, 22, 841–866. [Google Scholar] [CrossRef]
- Alexander, R. Culture and Pedagogy; Blackwell Publishing: Oxford, UK, 2000. [Google Scholar]
- Shengnan, L.; Hallinger, P. Unpacking the effects of culture on school leadership and teacher learning in China. Educ. Manag. Adm. Leadersh. 2021, 49, 214–233. [Google Scholar] [CrossRef]
- Ellis, K. Perceived teacher confirmation. The development and validation of an instrument and two studies of the relationship to cognitive and affective learning. Human Commun. Res. 2000, 26, 264–291. [Google Scholar] [CrossRef]
- Turman, P.D.; Schrodt, P. Student perceptions of teacher power as a function of perceived teacher confirmation. Commun. Educ. 2006, 55, 265–279. [Google Scholar] [CrossRef]
- Edgerton, J.D.; Roberts, L.W.; Peter, T. Disparities in academic achievement: Assessing the role of habitus and practice. Soc. Indic. Res. 2013, 114, 303–322. [Google Scholar] [CrossRef]
- Bourdieu, P.; Wacquant, L.J. An Invitation to Reflexive Sociology; University of Chicago Press: Chicago, IL, USA, 1992. [Google Scholar]
- Weininger, E.B.; Lareau, A. Translating Bourdieu into the American context: The question of social class and family-school relations. Poetics 2003, 31, 375–402. [Google Scholar] [CrossRef]
- Sheng, X. Cultural capital, family background and education: Choosing university subjects in China. Br. J. Soc. Educ. 2017, 38, 721–737. [Google Scholar] [CrossRef]
- Lareau, A.; Calarco, J.M. Class, cultural capital, and institutions: The case of families and schools. In Facing Social Class: How Societal Rank Influences Interaction; Fiske, S.T., Markus, H.T., Eds.; Russell Sage: New York, NY, USA, 2012; pp. 61–86. [Google Scholar]
- Weininger, E.B.; Lareau, A.; Conley, D. What money does not buy: Class resources and children’s participation in organized extracurricular activities. Soc. Forces 2015, 94, 479–503. [Google Scholar] [CrossRef]
- Dumais, S.A. Early childhood cultural capital, parental habitus, and teachers’ perceptions. Poetics 2006, 34, 83–107. [Google Scholar] [CrossRef]
- Zhaoxin, W.; Binli, C.; Xiying, W. The Manifestation and Decline of Academic Cultural Capital: The Educational Experience of the Rural-First Generation College Students in Elite Universities. Chongqing High. Educ. Res. 2023, 1–12. [Google Scholar]
- Xiulan, Y.; Yan, H. How to cultivate successful people from poor families—On the breakthrough of class restrictions from the cultural capital perspective. J. Higher Educ. 2018, 02, 8–16. [Google Scholar]
- Willis, P. Learning to Labour: How Working Class Kids Get Working Class Jobs; Routledge: London, UK, 2017. [Google Scholar]
- Grayson, P.J. Cultural capital and academic achievement of first generation domestic and international students in Canadian universities. Br. Educ. Res. J. 2011, 37, 605–630. [Google Scholar] [CrossRef]
- Dong, C.; Ming, Q. An examination of interaction inequality in classroom between teachers and students from the perspective of caring for the disadvantaged. Contemp. Educ. Sci. 2014, 2, 30–34. [Google Scholar]
- Gao, K. The Influence of Family Cultural Capital on Academic Achievement of Rural Junior Middle School Students—Based on the Mediating Effect of Teacher-Student Interaction. Master’s Thesis, Northeast Normal University, Changchun, China, 2021. [Google Scholar]
- Li, C. Discussion on the learning difficulties of left-behind children in rural areas—Based on the perspective of family cultural capital. Surv. Educ. 2013, 6, 16–19. [Google Scholar] [CrossRef]
- Lareau, A.; Weininger, E.B. Cultural capital in educational research: A critical assessment. Theory Soc. 2003, 32, 567–606. [Google Scholar] [CrossRef]
- Bennett, T.; Frow, J.; Hage, G.; Noble, G. Antipodean fields: Working with Bourdieu. J. Sociol. 2013, 49, 129–150. [Google Scholar] [CrossRef]
- Mu, G.M.; Dooley, K.; Luke, A. Bourdieu and Chinese Education; Routledge: Abingdon, UK, 2019. [Google Scholar]
- Mu, G.M. Chinese education and Pierre Bourdieu: Power of reproduction and potential for change. Educ. Philos. Theory 2020, 52, 1249–1255. [Google Scholar] [CrossRef]
- Mu, G.M. Resistance as a sociological process of resilience: Stories of under-resourced migrant families. In Bourdieu and Chinese Education; Mu, G.M., Dooley, K., Luke, A., Eds.; Routledge: Abingdon, UK, 2018; pp. 120–143. [Google Scholar]
- Shi, Z.; Li, C. Bourdieu’s sociological thinking and educational research in Mainland China. In Bourdieu and Chinese Education; Mu, G.M., Dooley, K., Luke, A., Eds.; Routledge: Abingdon, UK, 2018; pp. 45–61. [Google Scholar]
- Jæger, M.M.; Møllegaard, S. Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Soc. Sci. Res. 2017, 65, 130–144. [Google Scholar] [CrossRef] [PubMed]
- Guba, E.G.; Lincoln, Y.S. Competing paradigms in qualitative research. Handbook Qual. Res. 1994, 2, 105. [Google Scholar]
- Parker, C.; Scott, S.; Geddes, A. Snowball Sampling; SAGE Research Methods Foundations: New York, NY, USA, 2019. [Google Scholar] [CrossRef]
- Janghorban, R.; Roudsari, R.L.; Taghipour, A. Skype interviewing: The new generation of online synchronous interview in qualitative research. Int. J. Qual. Stud. Health Well-Being 2014, 9, 24152. [Google Scholar] [CrossRef] [PubMed]
- Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101. [Google Scholar] [CrossRef]
- Merriam, S.B. Qualitative Research and Case Study Applications in Education, Revised ed.; Jossey-Bass Publishers: San Francisco, CA, USA, 1998. [Google Scholar]
- Braun, V.; Clarke, V. Thematic Analysis; American Psychological Association: Washington, DC, USA, 2012. [Google Scholar]
- Allsop, D.B.; Chelladurai, J.M.; Kimball, E.R.; Marks, L.D.; Hendricks, J.J. Qualitative methods with Nvivo software: A practical guide for analyzing qualitative data. Psych 2022, 4, 142–159. [Google Scholar] [CrossRef]
- Xie, X. Why are students quiet? Looking at the Chinese context and beyond. ELT J. 2010, 64, 10–20. [Google Scholar] [CrossRef]
- Tang, Q.; Yu, G. Investigation and analysis of the relationship between teachers and students in universities. Stat. Decis. 2003, 7, 49–50. [Google Scholar]
- Li, J.; Hu, Y. The heterogeneity effect of teacher-student relationship on students’ achievement in different culture context: Based on PISA2012 data of China and USA. Henan Soc. Sci. 2017, 25, 113–119. [Google Scholar]
- Moore, R. Cultural capital: Objective probability and the cultural arbitrary. Br. J. Sociol. Educ. 2004, 25, 445–456. [Google Scholar] [CrossRef]
- Bourdieu, P.; Passeron, J.C. Reproduction in Education, Society and Culture; Sage: Newbury Park, CA, USA, 1990; Volume 4. [Google Scholar]
- Lareau, A. Cultural knowledge and social inequality. Am. Sociol. Rev. 2015, 80, 1–27. [Google Scholar] [CrossRef]
- DiMaggio, P. Cultural capital and school success: The impact of status culture participation on the grades of US high school students. Am. Sociol. Rev. 1982, 47, 189–201. [Google Scholar] [CrossRef]
- Aschaffenburg, K.; Maas, I. Cultural and educational careers: The dynamics of social reproduction. Am. Soc. Rev. 1997, 62, 573–587. [Google Scholar] [CrossRef]
- Cheng, S.T.; Kaplowitz, S.A. Family economic status, cultural capital, and academic achievement: The case of Taiwan. Int. J. Educ. Dev. 2016, 49, 271–278. [Google Scholar] [CrossRef]
Name | Age | Gender | Parents’ Education | Parents’ Careers |
---|---|---|---|---|
S1 | 20 | Male | Both: junior middle school | Self-employed |
S2 | 19 | Male | Junior middle school/no degree | Workers |
S3 | 18 | Male | Both: junior middle school | Workers |
S4 | 19 | Male | Primary school/high school | Workers |
S5 | 19 | Female | Bachelor/high school | Workers |
S6 | 19 | Female | Diploma/secondary education | Self-employed |
S7 | 18 | Male | Both: junior middle school | Self-employed |
S8 | 19 | Female | Both: secondary education | Worker and self-employed |
S9 | 19 | Female | High school/junior middle school | Workers |
S10 | 18 | Female | Both: high school | Workers |
S11 | 18 | Female | Both: junior middle school | Self-employed |
S12 | 19 | Female | Both: diploma | Workers |
S13 | 17 | Female | Both: junior middle school | Worker and self-employed |
S14 | 18 | Female | Junior middle school/high school | Self-employed and housewife |
S15 | 18 | Male | Both: high school | Workers |
S16 | 19 | Male | Both: junior middle school | Worker and housewife |
Main Themes | Sub-Themes (Frequency) | Description (Participants’ Parts of Experiences) |
---|---|---|
Type of teacher–student interaction | Authoritative teacher–student interaction (15) | Student was banned from class because he threatened the authority of the chemistry teacher. (S3) |
The teacher in charge of the junior high school strictly controlled, criticized to the point of discomfort, and did not respect personal privacy, so the student hated the teacher. (S9) | ||
Students were severely punished for disrespecting teachers and threatening the teachers’ authority because they completed their English workbooks in other classes. (S2) | ||
Laissez-faire teacher–student interaction (7) | Student could not understand the teacher’s lectures, and the teacher was too loose; the student felt bored and skipped class. (S2) | |
The teacher told me to go home because I was on my phone, but the security guard wouldn’t let me leave the school. Caused me to hang out at school one day. (S4) | ||
The teacher felt that I was not promising and ignored me, which caused me to resist communicating with the teacher. (S3) | ||
Students’ embodied cultural capital affects the content and effectiveness of teacher–student interaction | Transmission of academic cultural capital is the main content of teacher–student interaction (14) | Student criticized by the teacher for poor academic achievement. (S5) |
Older teachers are rigid in their thinking and focus only on academic education. (S2) | ||
If there is a problem while studying, I take the initiative to talk to the teacher. The interaction between teachers and students is mainly about academic education. (S12) | ||
The student was praised by the Chinese teacher for her well-written compositions, and they had good interactions, which promoted the improvement of her Chinese score. (S11) | ||
Students’ low embodied cultural capital restricts the effect of teacher–student interaction (10) | The student talked less, and she didn’t serve as class committee members, so she had less communication with teachers. (S6) | |
I feel that the physics teacher was quite aggressive, so I did not dare communicate with him. (S5) | ||
Student didn’t like parents to build a good relationship with teachers through giving gifts. She worried about that it might cause criticism, so she reduced teacher-student interaction. (S8) | ||
Acquisition of anti-school culture exacerbates teacher–student conflict (8) | Taking up smoking with anti-school cultural capital triggered teachers to strictly control students, and students learned to confront teachers. (S4) | |
Playing with students with poor academic achievement and developed the habit of copying homework. (S9) | ||
The teacher arranged the seats according to the exam results, and those with poor grades were arranged together, forming a herd mentality of not studying. (S7) | ||
Influenced by surrounding people and integrated into the “no-study” group. (S4) | ||
I’m confused at school, everyone else is studying, and I don’t know what to do in the dormitory. (S4) | ||
Differentiated institutionalized cultural capital affects the aim and content of teacher–student interaction | Teachers’ high institutional cultural capital affects the goals of teacher–student interaction (4) | High school teachers use their own experience to encourage students to study hard and reach a higher educational level. (S9) |
The teacher took the college entrance examination three times to “succeed” and hoped that his student would also go to university. (S1) | ||
Teachers and parents want students to try again for the college entrance exam, but he failed at first. (S1) | ||
Transmission of institutional cultural capital affects the content of teacher–student interaction (4) | The teacher described the wonderful life of “going to university” to the students. (S1) | |
The teacher did not give students a good career plan and recommended unsuitable majors. (S1) | ||
I felt that my teachers had a postgraduate degree, but I might not be able to pass the postgraduate exam, so I avoid communication with them. (S5) |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Huang, J.; Li, M.; Wei, S.; He, Z. The Roles of Cultural Capital in Teacher–Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges. Behav. Sci. 2023, 13, 690. https://doi.org/10.3390/bs13080690
Huang J, Li M, Wei S, He Z. The Roles of Cultural Capital in Teacher–Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges. Behavioral Sciences. 2023; 13(8):690. https://doi.org/10.3390/bs13080690
Chicago/Turabian StyleHuang, Junjun, Meiyi Li, Shumin Wei, and Zhen He. 2023. "The Roles of Cultural Capital in Teacher–Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges" Behavioral Sciences 13, no. 8: 690. https://doi.org/10.3390/bs13080690