Cultural Capital as an Explanation of Variation in Participation in Higher Education

Autor/inn/en	Noble, John; Davies, Peter
Titel	Cultural Capital as an Explanation of Variation in Participation in Higher Education
Quelle	In: British Journal of Sociology of Education, 30 (2009) 5, S.591-605 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Higher Education; Social Class; Social Differences; Cultural Capital; Equal Education; Academic Persistence; Dropouts; Statistical Analysis; Educational Attainment; College Attendance; Measures (Individuals) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Social classes; Soziale Klasse; Sozialer Unterschied; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Statistische Analyse; Bildungsabschluss; Bildungsgut; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Messdaten
Abstract	Cultural capital is frequently referred to as a construct in the analysis of inequality in higher education. It has been suggested that variations in cultural capital contribute to social class differences in levels of participation, distribution of students between elite and other universities, and the likelihood of dropping out. However, recent analyses of quantitative data suggest that once students' attainments are included in analysis of levels of participation the effects of social class disappear. One possibility is that cultural capital affects the likelihood of participation in higher education independently of the common measures of social class variation (parental occupation and education). In this analysis we include a measure of students' cultural capital to investigate whether it exerts an effect on the likelihood of participation that is independent from students' attainment. We also present and evaluate a practicable method of measuring students' cultural capital. (Contains 5 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10