Investment in skills or teachers' perceptions?

Abstract

Past research notes the positive effects of computers on academic achievement. These outcomes may be a result of processes related to human capital investments. Or, an increase in academic achievement could be attributed to a theory of cultural capital, evident through teachers’ evaluations. This research employs theories of cultural capital and teacher expectancy, while simultaneously considering human capital arguments. Drawing from the ECLS-K dataset and using OLS regression, the analyses examine the relationship between home computer-use as an element of cultural capital and academic achievement. This research tests teachers’ evaluations as a mediator within this relationship. Findings indicate that teachers have an effect on student outcomes in relation to home-computer use. Academic achievement is improved with student cultural capital indicators and positive evaluations from teachers. The conclusion states that neither human capital nor cultural capital is solely responsible for producing increased academic achievement. Instead, both processes occur within the classroom.