Theory of Cultural Capital and Educational Success - Essay Example

Theory of Cultural Capital and Educational Success Andrea Daniel James Cook Singapore Theory of Cultural Capital and Educational Success Introduction The school system values the quantity of cultural capital. Cultural capital are non-monetary social assets, such as education, dressings, and intellect that promote social mobility further than economic means (Webb & Danaher, 2002). The theory of cultural capital was developed by Pierre Bourdieu (Bourdieu, 2001). Bourdieu’s thinking was significantly influenced by the theories of Karl Marx (Sullivan, 2001). Marx’s influence is evident in Bourdieu theory of cultural capital. Marx and Bourdieu shared the view that capital forms the foundation of social life as well as dictates the position of someone within the social order (Bourdieu, 1986). The more capital people have, the more powerful positions they occupy in the social order. However, Bourdieu extended Marx’s idea of capital into a symbolic realm of culture. This resulted in the development of the theory of cultural capital (Bourdieu, 2001). According to this sociologist and renowned public intellectual, a person’s educational success is reliant on the quantity of cultural capital one possesses that is valued by the school system. Drawing on a variety of sources, this paper will discuss the theory of cultural capital in determining an individual’s chances of obtaining educational success with specific reference to race and class. Discussion Inequalities have always existed in human communities. Nonetheless, the social inequalities have existed in the contemporary world as a result of globalization, industrialization, and modern political ideologies. The acts of cultural capital confer power and status. In this regard, Bourdieu posits that the cultural capital is a major source of disparities in the society (Bourdieu, 2001). With regard to education, Sullivan (2001) asserted that the theory of cultural capital holds that one who has a particular cultural capital can attain educational success. In other words, they have better life chances. The term ‘life chances’ refers to the chances individuals and groups have of obtaining those things defined as desirable in a society, such as wealth, power, and prestige (VanKrieken et al, 2013). An example of the life chance differentials is the ‘non-whites’ under Apartheid in South Africa. The people of European origin were found to attain higher academic standards than the people of color in South Africa. Globally, the results are the same. Race as a cultural capital in educational success Race as cultural capital plays a very crucial role in the academic development of a child (Dolby, 2000). Black students were more likely to drop out of school than their white counterparts. High school students from the black race are 1.8 times more likely to drop out of school as compared to their corresponding partners who are white (Kalmijn&Kraaykamp, 1996). Children who come from non-white households had a tendency to perform poorly in school. Specifically, children of the non-white race are predisposed to score poorly on standardized tests and to receive lower grades in school. In the same way, these children are one-tenth less likely to get a grade of A in the school. Furthermore, the school performance of black children may fall as they proceed within the education system (Watson, 2011). Race is part of the social stratification system (Lareau & Weininger, 2003). In this regard, race as a component of social inequalities makes an individual believe that they are superior and can attain educational excellence. For example, ‘race’ operated as a kind of ‘caste’ in South Africa under Apartheid. The whites believed they were superior and thus were eligible to attain higher education standards as compared to the non-whites. Therefore, a race can be used as cultural capital to attain better educational outcomes. Class as a cultural capital in the attainment of educational success The theory of cultural capital posits that cultural capital can be acquired depending on the social class (Bourdieu, 1986). The gap between rich and poor (nation states and individuals) is wider than at any other time in the modern world in all sphere of life including education (Bourdieu, 2001). Teachers, due to the academic habits, non-disruptive behavior, dressing, and motivation, often reward the students who come from the elite status in society. These informal academic traits can impact a student’s grade indirectly, thus contributing to the academic performance. Fashion is often associated with class. Blumer (1996) found out that fashion may impact on education. Fashion is often used as a differentiation of class. The elite class in the society often seeks to set itself apart from the rest by distinctive forms of dressing. The same applies to students who come from these families. They adopt a similar mode of dressing in the school in an effort to identify themselves as superior. In turn, those members of classes below them in the social order may copy them. As a result, the teachers may often use them as role models of dressing. This non-academic association may also impact the overall educational performance of someone. Consequently, most of the students end up attaining educational success. Lareau and Weininger (2003) reported that Bourdieu’s theory of cultural capital in the attainment of educational success has led culture to be viewed as a resource. This implies that it is subject to monopolization and can be passed on from one generation to another. For example, children who come from elite families have high status in the society. As a result, their parents are able to take them to the most prestigious schools or training institutions as compared to those who come from the low-class families. These children from elite familiesare more likely to register good performance in the educational activities and this performance can be passed from one generation to another. Therefore, in this perspective, the theory of cultural capital by Bourdieu holds that there are increased chances for children who come from affluent households to excel in the academic performances in contrast to those who come from households of lower social status in the society. Bourdieu (1986) was of the opinion that coming from a high status group in society is an inherent cultural capital that contributes to better educational outcomes. The ability of the education system to produce the social distribution of the cultural capital results from the educational norms of those social classes that have the ability to impose the evaluation criteria that is most favorable to people of higher social class (Lareau & Weininger, 2003). A well known example of a status group is caste (varna, jati) in India. Under the caste system, the individuals usually inherit some privileges that are higly! ranked in the society. The other forms of ‘caste’ can also be found outside of Asia, for instance, the traditional aristocracy in the United Kingdom, “lords” and “commoners.” In this case, it can be seen that Bourdieu highlights two crucial points. First, Bourdieu views the congruity between the aptitudes rewarded by the learning institution together with the styles that cause the inclusion of the status group among the members of the dominant class. The other point is that Bourdieu puts into consideration the congruity between the educational norms together with status practices to be important to the idea of cultural capital. Therefore, if so, they necessarily take a ‘highbrow’ aesthetic form. Proceeding further, with regard to class; credentials show the social elevation of the bearer. Bourdieu claims that credential is supposed to be understood to confirm the simultaneous forms of competence on the holder’s part (Lareau & Weininger, 2003). One acquires a high social status in the society if he or she is acknowledged to have degrees and certificates. The person creates a corresponding capacity to set his or herself apart from others. The competence underlying this credential has a status dimension, thus creating a class. Another cultural capital that determines an individual’s chance of obtaining educational success is the ability of the elite parents in the society to have ‘first-hand’ knowledge of the college admission process, more so if this knowledge is acquired from the their life’s experiences (Webb, Schirato, & Danaher, 2002). Elite members of the society often share experiences of the best educational institutions where their children can be assured of success. In this perspective, the elite parents can have a comprehensive understanding of the standardized test scores and the likelihood of improving the child’s performance by means of tutoring, private counselors, and private tutors. This cultural capital enables one to attain educational success. Considering that the people of the upper class have the means of investing their cultural capital in the optimum educational setting, their investments are often profitable. From this perspective, educational institutions are able to provide the leaner with optimal educational needs, such as private tuition and counselors until they attain academic success. Equally important, Bourdieu claims that the criteria of university examiners show the values of the dominant classes. The upper-class pupils rarely receive vague comments from the examiners giving them greater chances of obtaining academic success (Boudieu, 1986). It is often assumed that these pupils were high performing and vague comments could negatively impact on the educational performance, but are instead encouraged. The learning institutions are aimed at tagging the unfit with poor grades and other punishments leading the affected students to be viewed as inferior by their counterparts, thus effectively barring them from attaining educational success (Webb, Schirato, & Danaher, 2002). The ones that pass are made superior to their peers. Some of the children are also trained as far as their social status merits them. It can be evidenced that cultural capital through schooling discriminates the learners based on the social class making them to sustain that social role as they grow. As a result, the underprivileged children are pushed down the education scale, while the privileged are pushed further up the educational ladder. This increases their chances of attaining educational success. Conclusion In summary, the theory of cultural capital posits that an accumulated cultural knowledge results in inequalities as certain people are conferred with power, wealth, and status in the community. The cultural capital can be in the form of education and knowledge, as well as other advantages that they have giving them a higher status in the society. Race and class can be used by to determine an individual’s chances of obtaining educational success. The people of the superior race mostly white have a tendency to outperform their non-white counterparts. In the same way, the individuals from the elite social classes often use their high status in the society to access good education; thus attaining academic excellence. This shows how the educational system is designed to recognize and reward cultural capital. References Blumer, H. (1969). Fashion: From Class Differentiation to Collective Selection,” The Sociological Quarterly, 10(3), 275-291 Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.) Handbook of Theory and Research for the Sociology of Education, New York: Greenwood Publishing. pp.241-258. Bourdieu, P. (2001). Masculine Domination. Stanford: Stanford University Press. Dolby, N. (2000).Race, National, State: Multiculturalism in Australia, Arena Magazine, 45(1), 48-51. Kalmijn, M., &Kraaykamp, G. (1996). Race, cultural capital, and schooling: An analysis of trends in the United States. Sociology of Education, 69(1), 22-34. Lareau, A., &Weininger, E. (2003). Cultural Capital in Educational Research: A Critical Assessment. Theory and Society, 32(5/6), 567-606. Sullivan, A. 2001. Cultural Capital and Educational Attainment. Sociology.35(4) 893-912. Van-Krieken, R., et al. (2013).Sociology, Sydney: Pearson Education Australia. Watson, T. (2011). Conditioning-4-Excellence: Your Success Is In You... Lets Get It! Bloomington: Author House. Webb, J., Schirato, T. & Danaher, G. (2002). Understanding Bourdieu, London: Sage Publications. Read More