Bourdieu's cultural capital theory

Thank you, Roberta. Bourdieu introduced the concept of cultural capital, which encloses an
individual's knowledge, skills, and cultural practices that enable them to navigate social
hierarchies. However, this capital is unevenly distributed across society, with people of
higher social status and access to cultural resources which are more required and considered
in the education system. 

Bourdieu distinguishes between three types of cultural capital: 

 Embodied refers to the skills and knowledge acquired through personal experiences,
such as cultural practices, language ability, and social skills. 
 Objectified: refers to tangible cultural objects, such as art, books, and music, that
individuals can acquire and possess. 
 Institutionalised: relates to recognition and validation by formal institutions, such as
schools or universities.

Schools often prioritise specific forms of cultural capital, like academic knowledge and
ability in academic language. This can affect academic achievement and access to higher
education, especially for marginalised groups. Higher cultural capital help navigate academic
culture and access resources, leading to greater success. Recognising institutionalised cultural
capital can provide opportunities and resources often unavailable to disadvantaged students.
Contrarily, students with less cultural capital may face significant barriers to higher education
and be disadvantaged in academic achievement. Understanding the impact of cultural capital
is crucial for promoting educational equity and addressing inequalities.

How cultural capital affects education

According to Diana Reay, Bourdieu, and Passeron, cultural capital plays a crucial role in
education. Unfortunately, the education system has historically recognised the cultural capital
of the middle classes, creating disadvantages for working-class students who may struggle to
navigate academic institutions and conform to academic norms.

Social Mobility in Education 

An important aspect is that Margaret Thatcher believed in reducing the state's role in
education and introduced changes to the educational system. She promoted competition
between schools and used standardised testing. Thatcherism aimed to promote social mobility
through meritocracy and competition, this approach disadvantaged working-class students.
The government justified this by stating that unfairness was necessary to drive market
competition and improve outcomes for everyone.

On the other hand, Diana Reay criticises standardised testing as an obstacle to social mobility
and meritocracy. It often disadvantages students from underprivileged backgrounds and can
cause anxiety and self-worth issues. The neoliberal concept of responsibilisation, where
individuals feel accountable for their success or failure, contributes to this problem. Testing
may be considered an objective measure of academic competence, but it can perpetuate
existing inequalities and reduce academic and professional success opportunities for students
from underprivileged backgrounds.
'Holding the white-privileged Cultural Capital.'

Unequal access to education in the UK can hinder people from achieving their full potential
due to various factors, including race, ethnicity, socio-economic status, and location.
Educational institutions can be influenced by the dominant cultural values of society,
including familiarity with mainstream cultural references, speech and behaviour norms, and
fluency in the dominant language. For example, privileged students may have greater access
to speech codes rewarded in the education system, perpetuating inequality. However, broader
social, economic, and political forces also shape schools, meaning that individual effort and
ability are not the only factors determining educational success. In addition, socio-economic
background can impact educational outcomes, as unequal access to resources and the effects
of poverty and stress on cognitive development can hinder progress. Reducing inequality and
providing greater support and resources for disadvantaged children is important to improve
educational outcomes and promote social mobility. Finally, critical race theories suggest that
prioritising white perspectives in education materials and media can marginalise and exclude
people of colour, perpetuating power imbalances and limiting understanding of history and
current events.

The system of inequality

In conclusion, the debate on meritocracy and social mobility in education is ongoing and
complex. While meritocracy rewards individuals for their abilities and talents, critics argue
that cultural capital and systemic inequality can impact educational outcomes. Furthermore,
neoliberal initiatives such as the standardisation of examinations have also impacted social
mobility and disparities. Achieving social mobility through education requires addressing
systemic issues of inequality and providing equal opportunities for all individuals. Therefore,
it is crucial to continue examining the role of education in promoting meritocracy and social
mobility and working towards creating a more equitable society for all.

Thank you for your listening!