Cultural Capital in the Digital Age. The YouTuber Online Persona

In this essay, we will examine if and how Bourdieu’s cultural capital theory can be applied to the YouTuber online persona and if any significant alterations could point towards the consideration of a new form of capital – digital capital. We will also be looking at how a YouTuber persona and its capital can be transferred and used in different environments and situations. We aim to examine how one’s online persona is becoming just as, if not more important than one’s real-life actions, managing to overcome punitive measures (inauthenticity aversion) usually applied to inauthentic forms of capital. We will take into account how the embodied, objectified, and institutionalized cultural capital can be found in YouTuber personas, but are being altered by the online environment, by exposure, by the algorithms used by the platform, by ‘internet history’. With the help of these alterations, the forms of capital associated with the online persona – in this case the YouTuber persona – have transcended the classic definitions of cultural capital. These developments can be analyzed and further explored in several fields, such as personal branding.

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

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.

Mastery of Cultural Capital, Social Class Segregation of High Schools and Winning at Sport

According to cultural capital theory, middle-class families cultivate their children’s cultural capital to promote their social mobility through success in school. We advance the explanatory power of the theory by measuring cultural capital in terms of mastery rather than participation or attendance using data on more than 12 thousand schools about their success in interscholastic athletics. We find that predominantly middle-class schools win more contests and by larger margins than economically integrated and predominantly working-class schools. The margins of victory become larger as the social class differences between the opposing schools grows. We also find evidence consistent with resistance theory because predominantly working class schools also experience success, albeit relatively modest. Our findings have implications for cultural capital theory, resistance theory, and our methods for studying them. By measuring mastery of cultural capital, we identify large social class differences among participants in cultural capital and a close alignment between middle-class culture and school culture.

The acquisition of cultural capital and habitus and their impact on the academic achievement – a revised theory

Even though it is well established that academic achievement is influenced by social origin, there are still open questions regarding the underlying mechanisms of this relation. In the quantitative sociology of education, cultural capital theory is often used to narrow this research gap. The cultural capital theory describes factors that mediate and thus explain the effect of social origin on academic achievement. However, there are different interpretations of the theory that are subject to some criticism. Bourdieu's works, although they serve as the origin of many approaches to solutions, are criticized for unclear definitions and hypotheses as well as insufficient empirical evidence. The further developments and interpretations of the theory that are meanwhile in common use are also subject to considerable criticism as empirical applications show limited explanatory power, the theoretical focus on high culture is too narrow, and the interrelated concept of habitus is ignored. Although the different readings of the theory give rise to different criticisms, they offer, together and in complement with related disci-plines, the elements of a more comprehensive theory. This thesis specifies such an integrating theory that is testable with quantitative empirical methods. This is not achieved by developing a precise interpretation of Bourdieu's work or other existing theories. Rather, this revised theory consists of elements of different interpretations of the cultural capital theory, but also from psychology and educational research. The aim of the thesis is to derive a theory with a higher explanatory power than the common theory and to demonstrate this in direct empirical comparison. The theory referred to as common theory describes the elaboration based on DiMaggio (1982) and the extension by Crook (1997) and de Graaf et al. (2000). First, a theory is specified based on the answers to three basic questions. (1) How can the central terms of a useful theory of cultural capital and habitus be defined? (2) How are cultural capital and habitus acquired? (3) How does cultural capital and habitus affect academic achievement? The answers to these questions result in the revised theory. On this basis, hypotheses are formulated on the acquisition of cultural capital and habitus and their effect on academic achievement. The theory explains the effect of social origin on academic achievement via social differences in skills, knowledge, and motivational factors. They have distinctive effects or affect the ability to learn and follow school lessons or serve as explicit assessment criteria. In the common theory, social inequalities in academic achievement are accounted for by differences in high cultural characteristics and reading activities. High cultural characteristics function as means of social distinction of the upper classes, whereas reading furthers learning. Second, the hypotheses derived from the revised theory of cultural capital and habitus are tested empirically. The re-specification of the concepts is complemented by adapted operationalizations. Multiple-group path analyses using NEPS Starting Cohort 3 data are applied to test the hypotheses. Maximum likelihood estimators with robust standard errors are used and sampling strata and clustering in schools are accounted for. To avoid biased results due to item-nonresponse, multiple imputation by chained equations is utilized, creating 100 imputed data sets. Cultural capital and habitus are conceptualized as mediators of the social origin effect on academic achievement. Hence, the following question arises: (4) Do the postulated causal pathways make a significant contribution to the explanation of social inequalities in academic achievement? Based on the multiple-group path analyses, these indirect effects are tested. Third, the explanatory power of the revised and the common theory are compared regarding social inequalities in academic achievement. The underlying claim is that only if the revised theory performs better than the common theory, it is legitimate. Thus, the following question has to be answered: (5) Does the revised theory show a higher explanatory power with regard to social inequalities in academic achievement than the common theory? Therefore, the standardized indirect effects of social origin on academic achievement are compared. Moreover, the squared semi-partial correlations of social origin and academic achievement are contrasted when the mediating variables of the respective models are controlled. Summarized, the revised theory explains the effect of social origin on academic achievement considerably better than the common theory. The higher explanatory power of the revised model is based on the consideration of passive and active linguistic skills. Moreover, social distinction measured by high cultural activities does not explain the effect of social origin on academic achievement when linguistic skills are considered. Future research could address alternative characteristics that might serve as means of social distinction, for example high cultural knowledge or language use. Another field of future research could be the social differences in parenting practices that account for social differences in skills, knowledge, and motivation that affect academic achievement.

Benturan modal budaya pada mahasiswa kampus pilihan proses di Tiongkok

Pendidikan merupakan relasi antarsosial yang menjadi minitur dalam kehidupan masyarakat. Lembaga pendidikan dan masyarakat saling membutuhkan bagaikan dua mata uang logam. Segala unsur budaya dan unsur sosial dalam masyarakat terdapat juga dalam pendidikan dan keduanya sekaligus menjadi modal utama. Calon peserta didik dalam memilih jenjang pendidikan tinggi di Tiongkok juga mengalami hal itu dan terjadi benturan budaya yang kemudian dapat menjadi referensi untuk pendidikan tinggi di Indonesia. Penulisan artikel ini menggunakan studi kepustakaan yang berusaha mengurai dan menelaah berbagai literatur yang berkenaan dengan modal budaya dan kampus pilihan mahasiswa di Tiongkok. Menurut Cooper dalam Creswel, menyebutkan bahwa terdapat 4 (empat) tipe kajian pustaka, yakni; 1.) Menggabungkan apa yang telah dikatakandan dilakukan oleh orang lain; 2.) Mengkritisi penelitian dari para peneliti sebelumnya; 3.) Membangun jembatan dari topik-topik terkait; dan 4.) Mengidentifikasi dari isu-isu sentral dalam suatu bidang. Teori modal budaya Bourdieu menganalisis bagaimana budaya dan pendidikan berinteraksi dan dengan demikian berkontribusi pada reproduksi ketimpangan sosial. Penelitian akses kampus yang luas yang terinspirasi oleh teori Bourdieu telah ditunjukkan bahwa akses kuliah siswa adalah produk kompleks dari latar belakang keluarga, iklim sekolah menengah, keterlibatan orang tua, dan kemanjuran diri siswa dan persiapan akademik. Kemudian kerangka kerja konseptual dari penelitian ini yang mengidentifikasi bagaimana berbagai faktor sosial dan ekonomi mempengaruhi berbagai tahapan proses pengambilan keputusan siswa tentang perencanaan perguruan tinggi.AbstractEducation is an inter-social relationship that becomes a minitur in people's lives. Educational institutions and communities need each other like two coins. All elements of culture and social elements in society also exist in education and both at the same time become the main capital. Prospective students in choosing higher education in China also experience this and a cultural clash that can later become a reference for higher education in Indonesia. The writing of this article uses literature studies that attempt to unravel and examine the various literature relating to cultural capital and student-chosen campuses in China. According to Cooper in Creswell, states that there are 4 (four) types of literature review, namely; 1.) Combine what has been said and done by others; 2.) Criticize research from previous researchers; 3.) Build bridges from related topics; and 4.) Identify central issues in a field. Bourdieu's cultural capital theory analyzes how culture and education interact and thus contributes to the reproduction of social inequality. Extensive research on-campus access inspired by Bourdieu's theory has shown that access to student lectures is a complex product of family background, middle school climate, parent involvement, and student self-efficacy and academic preparation. Then the conceptual framework of this research that identifies how various social and economic factors influence the various stages of the student's decision-making process regarding college planning.

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

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.

Cultural Capital dan Kharisma Kiai dalam Wacana Partai Politik

Kiyai has quite significant influence among the community despitealigning double roles as caregivers of boarding schools as well aspoliticians. This article examines the Maimun Zubair nanny Pondokpesantren A-Anwar Sarang and also chairman of the Sharia AssemblyParty Development Association (PPP) using the analysis of the mutualistsymbiotic theory of Al-Ghozali by mirroring the cultural capital theory ofBourdieu. The results of this research can be suggested that the firstfigure Maimun Zubair Kiyai can position his role on the structure and asan agent. Second, Maimun has a charisma in the community despite thepolitics of the world. With the charism still preserved and thedetermination of the relation in religious affairs and state should beplaced in its position and in good cooperation and balanced, so as tominimize the conflict in political parties.

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

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.