Symbolic Boundaries and Studies of Cultural Capital Theory in Korean Society

2006 ◽  
Vol 9 ◽  
pp. 191
Author(s):  
Set-Byol Choi
Keyword(s):  
Cultural Capital ◽  
Symbolic Boundaries ◽  
Capital Theory ◽  
Korean Society ◽  
Cultural Capital Theory

scholarly journals Intergenerational and Marriage Mobility of University Professors in the Netherlands During the 19th Century

2021 ◽  
Vol 10 ◽  
pp. 167-171
Author(s):  
Ineke Maas ◽  
Marco H. D. Van Leeuwen ◽  
Antonie Knigge
Keyword(s):  
Cultural Capital ◽  
19Th Century ◽  
Occupational Group ◽  
Contemporary Society ◽  
University Professors ◽  
Capital Theory ◽  
Civil Marriage ◽  
Cultural Capital Theory ◽  
The 19Th Century ◽  
Do So

In this study we ask the question to what extent 19th-century university professors were a closed occupational group in the sense that they had little intergenerational and marriage mobility. We do so in honor of Kees Mandemakers, who is about to retire as a professor, but whose younger family members may follow in his footsteps. We derive competing hypotheses from cultural capital theory and the meritocracy thesis and test them using civil marriage records for the period 1813–1922 in six Dutch provinces (N = 1,180,976 marriages). Although only 4.4% of all university professors had a father in the same occupation, the odds ratio of 331 shows that this is much more likely than to be expected under independence. Similarly, professors were much more likely to marry the daughter of a professor. Compared to other elite occupations the intergenerational immobility of professors was not especially high, but their marriage immobility was exceptional. Cultural capital theory receives more support than the meritocracy thesis. We hope that Mandemakers, Mandemakers and Mandemakers will accept the challenge and investigate whether these findings can be generalized to contemporary society.

scholarly journals Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules

2019 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Parent Involvement ◽  
Elementary School ◽  
Public Schools ◽  
Cultural Capital ◽  
Ethnographic Study ◽  
Helicopter Parenting ◽  
Capital Theory ◽  
Helicopter Parents ◽  
White Families ◽  
Cultural Capital Theory

As privilege-dependent organizations, U.S. public schools have an interest in catering to higher-SES White families. But, what happens when privileged families’ interests conflict with schools’ stated goals? Focusing on the case of homework, and drawing insights from organizational theory, cultural capital theory, and research on parent involvement in schools, I examine how schools’ dependence on higher-SES White families influences their enforcement of rules. Using a longitudinal, ethnographic study of one socioeconomically diverse public elementary school, I find that teachers wanted to enforce homework rules, but they worried doing so would lead to conflict with the higher-SES White “helicopter” parents, on whom they relied most for support. Thus, teachers selectively enforced rules, using evidence of “helicopter” parenting to determine which students “deserved” leeway and lenience. Those decisions, in turn, contributed to inequalities in teachers’ punishment and evaluation of students. Broadly, these findings suggest privilege-dependence leads schools to appease privileged families, even when those actions contradict the school’s stated goals. These findings also challenge standard policy assumptions about parent involvement and homework, and they suggest policies aimed at reducing the power of privilege are necessary for lessening inequalities in school.

Apprendre à travailler: The uneasy journey of counter-school culture in the country of cultural capital theory

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 479-495
Author(s):  
Sylvain Laurens ◽  
Julian Mischi
Keyword(s):  
School Culture ◽  
Cultural Capital ◽  
Social Reproduction ◽  
French Translation ◽  
Capital Theory ◽  
Cultural Capital Theory ◽  
French Sociology ◽  
Culture Concept

This paper retraces the journey of Learning to Labour in the French intellectual landscape, by examining the context in which we had this book translated in 2011. We first analyse the slow importation of Willis’s research in France (the originality of the counter-school culture concept is highlighted in light of Bourdieu’s theoretical emphasis on the role of cultural capital in social reproduction) and the conditions that made a French translation possible 30 years after the original’s publication. We then discuss the ways in which this 2011 translation, entitled L’école des ouvriers, collided with French debates on the role of school and the then prevalent postmodern theories. We end by discussing the uses of Willis’s work in contemporary French sociology.

scholarly journals Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules

2020 ◽  
Vol 85 (2) ◽  
pp. 223-246 ◽  
Author(s):  
Jessica McCrory Calarco
Keyword(s):  
Parent Involvement ◽  
Elementary School ◽  
Public Schools ◽  
Cultural Capital ◽  
Ethnographic Study ◽  
Helicopter Parenting ◽  
Capital Theory ◽  
Helicopter Parents ◽  
White Families ◽  
Cultural Capital Theory

As privilege-dependent organizations, U.S. public schools have an interest in catering to higher-SES White families. But, what happens when privileged families’ interests conflict with schools’ stated goals? Focusing on the case of homework, and drawing insights from organizational theory, cultural capital theory, and research on parent involvement in schools, I examine how schools’ dependence on higher-SES White families influences their enforcement of rules. Using a longitudinal, ethnographic study of one socioeconomically diverse public elementary school, I find that teachers wanted to enforce homework rules, but they worried doing so would lead to conflict with the higher-SES White “helicopter” parents, on whom they relied most for support. Thus, teachers selectively enforced rules, using evidence of “helicopter” parenting to determine which students “deserved” leeway and lenience. Those decisions, in turn, contributed to inequalities in teachers’ punishment and evaluation of students. Broadly, these findings suggest privilege-dependence leads schools to appease privileged families, even when those actions contradict the school’s stated goals. These findings also challenge standard policy assumptions about parent involvement and homework, and they suggest policies aimed at reducing the power of privilege are necessary for lessening inequalities in school.

The Unfulfilled Promise of Cultural Capital Theory

2001 ◽  
Vol 74 ◽  
pp. 88 ◽  
Author(s):  
Paul W. Kingston
Keyword(s):  
Cultural Capital ◽  
Capital Theory ◽  
Cultural Capital Theory

scholarly journals Investigation into Current Condition of the Cultural Capital of Chinese EFL Teachers in the Universities of Sichuan Province in China

2019 ◽  
Vol 9 (5) ◽  
pp. 576
Author(s):  
Lina Guan
Keyword(s):  
Cultural Capital ◽  
Pierre Bourdieu ◽  
Sichuan Province ◽  
Capital Theory ◽  
Cultural Capital Theory ◽  
Efl Teachers

Pierre Bourdieu put forward famous Cultural Capital Theory, which includes the embodied cultural capital, the objective cultural capital and the institutionalized cultural capital. This article investigated the current condition of the cultural capital of EFL teachers coming from the four universities of Sichuan Province in China from three aspects of the cultural capital: the embodied cultural capital, the objective cultural capital and the institutionalized cultural capital. Results show many EFL teachers are difficult to accumulate their embodied cultural capital, objective cultural capital and institutionalized cultural capital because of the diverse requirements of different universities and the diverse English levels of different students.

CULTURAL CAPITAL: A KEYWORD OR A CATCHWORD?

2014 ◽  
Vol 2 (1) ◽  
pp. 51-62
Author(s):  
Dr.Jacek Tittenbrun
Keyword(s):  
Cultural Capital ◽  
Social Reproduction ◽  
Poor Quality ◽  
Economic Capital ◽  
Capital Theory ◽  
Class Theory ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Cultural Capital Theory ◽  
Economic Domain

The concept of cultural capital is highly popular in the social sciences and humanities. Yet, its usefulness as a research tool is often taken for granted. Meanwhile, the present paper attempts to show that if anything should be evident about the cultural capital, it is its negative, harmful rather than valuable character. The concept is under-specified- it overlaps related concepts denoting other forms of capital, such as social and human capital. The capital analogy is totally misplaced, since the concept, as it is commonly defined, does not meet any conditions of real, that is, economic capital. Cultural capital theory, as developed notably by Pierre Bourdieu, comprises also class theory, which, however, is of poor quality, mixing up some class, e.e. economic ownership, criteria with those pertinent to stratification, and adding insult to injury-not differentiating between those and social estates, i.e. units of social differentiation in the non-economic domain. As a result, the key thesis of theory regarding social reproduction is not supported by evidence. Finally, the term "cultural capital" upon scrutiny proves to be entangled in the fallacy of contradicto in terminis. Thus, though its unclear relationship to capital stricto sensu might suggest that the concept is something of a metaphor, in fact it is rather an oxymoron. Needless to say, just this feature-and there are a host of other flaws- causes that the concept should be discarded out of hand.

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