DJs: External explanations -cultural capital Flashcards
Define cultural capital:
Cultural capital refers to the attitudes, tastes, values and abilities of the middle class. Middle class children acquire what the education system requires for success through socialisation.
How is middle class culture a type of capital?
-It gives an advantage to those who possess it as it is valued by the education system and therefore aids educational success.
Give an example of cultural capital:
-An appreciation of art, literature, politics, current affairs - it also links to peoples taste in music, food, travel etc.
A) How does BOURDIEU say the mc have cultural capital.
B) How does this place them at an advantage in school?
C) How does this show that schools are not neutral places?
A) Bourdieu uses the term cultural capital to refer to the knowledge, attitudes, values, language, tastes and abilities of the middle class which they gain through socialisation. He sees this as a type of capital because, like wealth, it gives an advantage to those who possess it.
B) Middle class pupils are therefore at an advantage in school as their culture and its language, interests, attitudes etc. is highly valued ( their class has defined their own culture as worthy of being sought and possessed). They are therefore, more able to meet the demands of the curriculum and therefore rewarded with educational capital (qualifications).
C) They are biased in favour of the middle classes and reproduce the culture of the dominant class rather than transmitting the culture of society as a whole.
How does BOURDIEU argue that the education system reproduces the class system?
- Children born into the middle and upper classes have an inbuilt advantage as their culture has capital and is the culture of the school. He claims that many working-class pupils feel devalued and rejected and get the impression that education is not meant for people like them and respond by truanting, leaving early or just not trying. Therefore the system reproduces the dominant culture and in doing so helps to reproduce the class system.
Does BOURDIEU blame the working class for lacking cultural capital?
-He does not blame the working classes themselves for this. He places responsibility with the class and the education system for giving middle class pupils advantages and privileges which enable them to succeed within education.
How did SULLIVAN (2001) test BOURDIEU’S ideas?
-Sullivan (2001) used questionnaires to conduct a survey of 465 pupils in 4 schools. To assess their cultural capital, she asked them about a range of activites, such as reading and TV viewing habits and whether they visited galleries, museums and the theatre. She also tested their vocabulary and knowledge of cultural figures. She concluded those who read complex fiction and watched serious documentaries on TV developed a wider vocabulary and greater cultural knowledge, indicating greater cultural capital.
How did BALL (1991) and GERWITZ (1995) support BOURDIEU?
-They stated that middle class parents are more privileged, as they have more cultural capital and are able to use this to ensure that their children secure a place in a school of their choice. Their knowledge and experiences can be used a tool to gain an advantage over other parents enrolling their children e.g. an understanding of the enrolment process.
Explain the critique of cultural capital theory: Buck the trend
-The value of this theory is undermined by the reality that many pupils who lack cultural capital, go on to achieve in education.
Explain the critique of cultural capital theory: Not all neglect working class experiences
-Many schools/teachers value WC pupils; their culture and experiences. This suggests that the supposed disadvantage working class pupils are placed at does not apply for all pupils, so many wc pupils may not feel rejected and excluded in the system.
Explain the critique of cultural capital theory: many schools try to overcome disparities
-Many schools/ teachers actively attempt to address a lack of cultural capital by providing opportunities and experiences to pupils e.g. school trips to museums and galleries. This suggests that many schools in the system attempt to even the playing field between mc and wc pupils, rather than place mc at an advantage.
