| Over the years, the quality of education offered by the Bermuda Public Education System (BPES) has been a source of concern for many stakeholders. A 2008 report issued on the condition of schools in Bermuda revealed significant concerns regarding the quality of schools, quality of teachers and low student academic performance. The purpose of this qualitative case study was to investigate perceptions of teachers, native and foreign students, and parents regarding the influences of the student's cultural capital on their motivation to learn and succeed in Bermuda schools. Bordieu's theory of cultural capital served as the theoretical framework. The research questions focused on the perceptions of students, parents, and teachers in senior school regarding how an individual student's cultural capital, which included habitus, confidence and self-efficacy influenced motivation to learn and academic success. Twenty-three participants were recruited with the use of a convenience sample. Five parents, nine teachers, and nine students participated in individual interviews lasting approximately one hour each. Krippendorf's technique and NVivo were used to analyze data. Seven themes emerged as a result of data analysis. These themes were: (a) Perceived qualities of successful high school student, (b) Strategies used to succeed in school, (c) Offering of academic and non-academic support services to students, (d) Intangible support systems available for students, (e) Availability of support services influences perceived confidence of high school completion, (f) Perceived contributions of teachers and staff in the success of students, and (g) Recommendations to improve educational experience. The seven themes identified in this study were crucial in answering the research questions. Implications include the need for further study on the topic. |
