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Studying further in higher education as a human capital investment
134-144Views:393In our paper, we examine the motives of further studies in higher education among higher education students, as well as how socio-demographic variables modify these motives. Our research method is quantitative. We used a research database gathered in the historical Partium region in 2014 (N = 1792). The theoretical backgrounds of our research are the human capital theory and Bourdieu’s capital conversion model. Based on ten motives of further studies, we made a cluster analysis and examined the relationships of these clusters and the socio-demographic background variables. Our finding is that the most important motive of further studies among students was expanding knowledge. Therefore, the motive of getting higher wages in the future, which is the central aspect in the human capital model, proved to be of minor importance. Based on the capital conversion theory students wanted to gain cultural and social capital when they decided to study further, as both can be profitable for them in the future. However, while the motives of further studies were affected by the social background of students, contrary to our hypothesis, financial motives were not more important for those students coming from disadvantage backgrounds than for other students
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The Social Ecology of Rural Schools: Family-Community-School Relationships in Cross-National Perspective
76-103Views:389Rural small schools are situated at the intersection of educational and social inequalities, where students’ learning outcomes and overall development are closely tied to the quality of relationships among families, schools, and local communities. Although extensive research has examined parental involvement and social capital, relatively few comparative studies have explored the social ecology of rural small schools-particularly the interrelations between family milieu, community embeddedness, and institutional autonomy. This study addresses this gap through a systematic review of empirical and theoretical research published between 2010 and 2024. The analysis draws on Bronfenbrenner’s bioecological model, Bourdieu’s theory of cultural capital, Coleman’s concept of social capital, and Epstein’s typology of parental involvement. Findings indicate that the family-community-school nexus exerts a multi-level and interactive influence on children’s cognitive, emotional, and social development-directly through family practices, indirectly via the quality of parent-school relationships, and structurally through local social capital and institutional resources. A cross-national comparison reveals that while rural schools are universally positioned within structures of educational disadvantage, variations in cultural norms, community organization, and policy frameworks crucially determine whether family and community resources mitigate or reinforce these inequalities. The study concludes that the success of rural small schools depends not on the quantity of resources but on the quality of relationships. Trust, reciprocity, and partnership within the family-school-community triangle are essential foundations of rural resilience. Policy interventions are most effective when they strengthen the community-based and family-centered functions of small schools, embedding parental involvement as an integral element of the learning process.
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Village community and the school: Community-building and community-preserving function of rural small schools
54-75Views:97This study examines the community-building and community-preserving functions of rural small schools through an analysis of international and Hungarian literature. Although definitions of “small school” vary across countries, these institutions share the characteristic of operating in small settlements and fulfilling not only educational but also important social and cultural roles. Rural schools function as multidimensional community spaces that support everyday interactions, strengthen social capital – trust, cooperation, and social networks – and contribute to the maintenance of local identity. International research shows that school closures often lead to weakened social cohesion, increased outmigration, and economic decline. Hungarian studies similarly highlight that rural schools are key institutions of local communities, and their disappearance may result in the long-term erosion of social and cultural structures. The study argues that sustaining small rural schools is not merely an educational policy concern but a crucial aspect of functioning of local communities and local resilience.
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The Patterns of free time in secondary schools
64-78Views:420The aim of this study is analyse the free time allocation in different types of secondary schools in Hungary. The use of free time is connected with social inequalities and the agglomeration of cultural capital so these patterns are rooted most of all in the social background. Besides, educational sociology involves an institutional effect in this field as well. Hungary has got a selective educational system and the different types of secondary schools refermainly to specific social groups so the differences in the use of free time can be significant. The database of HungarianYouth Research has been used during this analysis. This database is representative for regions, types of settlement, age and gender (N = 8000) and the subsample of secondary school students can be separated. Quantity of free time, places of free time, features of „screen time activites” and cultural activities have been analysed. Means, chi-sqare statistic, ANOVA-test, factor analysis and linear regression model were used. Our empirical finding scan show the different free time patterns of the subsamples (grammar school, secondary vocational school and vocational school).
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Rural Small Schools’ Social Functions and Structural Dilemmas in Disadvantaged Areas
28-53Views:342This study examines the situation of small rural schools in disadvantaged areas, structured around five main research questions: (1) how small schools can be defined conceptually and what their key characteristics are, (2) what structural and operational challenges they face, (3) how they are related to educational inequalities, (4) what community roles and functions they fulfil, and (5) what social policy directions and preservation arguments can be identified. The analysis was based on a systematic literature review carried outin 2025. From 2847 initial records, 127 relevant publications (89 international and 38 Hungarian) were included and analysed through thematic synthesis, covering both national and international databases. The findings indicate that small rural schools are not merely educational institutions but also key nodes of social capital, cultural identity, and economic viability in rural societies. At the same time, in disadvantaged regions, compositional effects and segregation processes amplify the reproduction of disadvantage, leading to the “equity trap” dilemma, access alone does not guarantee genuine equality of opportunity. The study concludes that the survival of small rural schools requires targeted social policy interventions that balance the need for access with the assurance of educational quality.
