Socio-cultural factors influencing parental attitudes during high school students' university exam preparation process: The Gaziantep example

This thesis examines how the university entrance exam process in Turkey is closely intertwined with family structure, socioeconomic status, and cultural capital. It argues that the exam is not merely a measure of individual achievement, but a social arena where class-based and cultural inequalities are reproduced within the family. The theoretical framework draws on Pierre Bourdieu's concepts of habitus, cultural and symbolic capital, and Annette Lareau's typology of parenting styles, highlighting how family strategies around the exam are shaped by class-based resources. The research is based on a qualitative study conducted in Gaziantep with 20 students and their parents from low-, middle-, and high-income backgrounds. In-depth interviews were analyzed thematically, focusing on themes such as intra-family responsibilities, economic sacrifices, parental education levels, and exam preparation strategies. The findings show that families perceive the exam as a tool for social mobility; however, this mobility is constrained by class resources. While low-income families associate the exam with economic escape, middle- and upper-class families link it to status acquisition and the accumulation of symbolic capital. Parental support and involvement vary significantly depending on cultural and economic capital. Overall, the study demonstrates how the exam reshapes family dynamics and contributes to the reproduction of educational and social inequalities in Turkey.