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Field theory in cultural capital studies of educational attainment

Author

Listed:
  • Troels Krarup

    (Sciences Po - Sciences Po)

  • Martin D Munk

    (AAU - Aalborg University [Denmark])

Abstract

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years; and a theoretical problem, since cultural capital is seen as a simple hypothesis about certain isolated individual resources, disregarding the structural vision and important related concepts such as field in Bourdieu's sociology. We (re-)emphasize the role of field theory in cultural capital research in education, taking into consideration current concerns in international quantitative research.

Suggested Citation

  • Troels Krarup & Martin D Munk, 2016. "Field theory in cultural capital studies of educational attainment," SciencePo Working papers Main hal-01295802, HAL.
    • Handle: RePEc:hal:spmain:hal-01295802
    DOI: 10.1080/01425692.2014.969398
    Note: View the original document on HAL open archive server: https://hal-sciencespo.archives-ouvertes.fr/hal-01295802v2
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    References listed on IDEAS

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    1. Kate H. Choi & R. Kelly Raley & Chandra Muller & Catherine Riegle‐Crumb, 2008. "Class Composition: Socioeconomic Characteristics of Coursemates and College Enrollment," Social Science Quarterly, Southwestern Social Science Association, vol. 89(4), pages 846-866, December.
    2. Tramonte, Lucia & Willms, J. Douglas, 2010. "Cultural capital and its effects on education outcomes," Economics of Education Review, Elsevier, vol. 29(2), pages 200-213, April.
    3. McIntosh, James & Munk, Martin D., 2009. "Social class, family background, and intergenerational mobility," European Economic Review, Elsevier, vol. 53(1), pages 107-117, January.
    4. Susan A. Dumais, 2008. "Adolescents' Time Use and Academic Achievement: A Test of the Reproduction and Mobility Models," Social Science Quarterly, Southwestern Social Science Association, vol. 89(4), pages 867-886, December.
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