Cultural and Social Capital Theory
The theory of capital first explored in the 19th century by German philosopher and economist Marx (1995/1867, 1885,1894) and further developed during its reemergence in the 20th century by sociologist Bourdieu (1986), supports the notion of capital in its various forms as a set of constraints governing our chances of success (Marx, 1995/1867, 1885,1894; Bourdieu 1986). Both cultural and social capital have been identified to be a valuable resource that set people in the path to success by providing them with opportunities and support that promote their advancement in society. Unlike other resources however, cultural and social capital a scare resource and thus not equally distributed or accessible to everyone, …show more content…
In studying cultural and social capital and the relationship between levels of capital and achievement, retention, college experiences, and attainment, researchers have been able to shed some light on the issue (Lee & Bowen, 2006; Okey & Cusick, 1995; Tovar, 2015; Strayhorn, 2010; Israel & Beaulieu, 2004). Since the identification of social and cultural capital as predictors of academic success, researchers have worked towards identifying the mechanism through which cultural and socioeconomic factors influence academic success. Exploring the effect of capital and the factors leading to capital deficiency through the inclusion of social class differences amongst Whites and minorities in the already existing academic gap research has improved our understanding of Bourdieu’s theories and rise to even more questions. Access to capital is critical to minorities, as most minorities in general, lack the experiences and opportunities that build upon their cultural capital and are utilized throughout their education and is indicative of academic success. Some of the current capital research indicate that the accumulation of capital arising from inheritance and engagement is affected by socioeconomic status and accrued experiences that ultimately …show more content…
The same standardized tests, lesson delivery repertoire and learning methods prevail amidst significant research findings linking capital to academic achievement. Not to mention, these approaches are rooted in the idea of transmitting learning and fostering of the dominant culture identified by Bourdieu (1977) in his research to be the foundation of cultural capital to which everyone is presumed accountable based on assumed familiarity. In return, the school education system continues to funnel students into low-wage unskilled labor denying students any chance at improving their quality of life (Blustein, Chaves, Diemer, Gallagher, Marshall, Sirin, & Bhati, 2002). Despite the advancement in the understanding of cultural and social capital, knowledge and support available is still limited. Consequently, education systems remain significantly unchanged by the research findings thus neglecting the very idea that students’ differences and diversity are
The theory of capital first explored in the 19th century by German philosopher and economist Marx (1995/1867, 1885,1894) and further developed during its reemergence in the 20th century by sociologist Bourdieu (1986), supports the notion of capital in its various forms as a set of constraints governing our chances of success (Marx, 1995/1867, 1885,1894; Bourdieu 1986). Both cultural and social capital have been identified to be a valuable resource that set people in the path to success by providing them with opportunities and support that promote their advancement in society. Unlike other resources however, cultural and social capital a scare resource and thus not equally distributed or accessible to everyone, …show more content…
In studying cultural and social capital and the relationship between levels of capital and achievement, retention, college experiences, and attainment, researchers have been able to shed some light on the issue (Lee & Bowen, 2006; Okey & Cusick, 1995; Tovar, 2015; Strayhorn, 2010; Israel & Beaulieu, 2004). Since the identification of social and cultural capital as predictors of academic success, researchers have worked towards identifying the mechanism through which cultural and socioeconomic factors influence academic success. Exploring the effect of capital and the factors leading to capital deficiency through the inclusion of social class differences amongst Whites and minorities in the already existing academic gap research has improved our understanding of Bourdieu’s theories and rise to even more questions. Access to capital is critical to minorities, as most minorities in general, lack the experiences and opportunities that build upon their cultural capital and are utilized throughout their education and is indicative of academic success. Some of the current capital research indicate that the accumulation of capital arising from inheritance and engagement is affected by socioeconomic status and accrued experiences that ultimately …show more content…
The same standardized tests, lesson delivery repertoire and learning methods prevail amidst significant research findings linking capital to academic achievement. Not to mention, these approaches are rooted in the idea of transmitting learning and fostering of the dominant culture identified by Bourdieu (1977) in his research to be the foundation of cultural capital to which everyone is presumed accountable based on assumed familiarity. In return, the school education system continues to funnel students into low-wage unskilled labor denying students any chance at improving their quality of life (Blustein, Chaves, Diemer, Gallagher, Marshall, Sirin, & Bhati, 2002). Despite the advancement in the understanding of cultural and social capital, knowledge and support available is still limited. Consequently, education systems remain significantly unchanged by the research findings thus neglecting the very idea that students’ differences and diversity are