Social Inequality

Social Inequality Cultural Capital, Gender, and School Success This is one of very few articles that discusses the role that habitus plays in who people are and who they become as they grow and change during their school years. It looks at eighth-graders, both male and female, and studies their participation in various aspects of culture, whether something that is attributed to the school or their peers at the school.

The author also gives a good model of how habitus can be incorporated into the equation involving culture and school success, so that it can be seen that there is the possibility that habitus should be studied more thoroughly. Even though cultural capital and educational success have both been studied quite thoroughly, many of the studies have reached conclusions that differ from one another. Because of this, there have been no truly definitive answers found on this subject.

With the use of habitus, something more can be factored into the equation, and this could possibly indicate how important many different factors are in the cultural experiences of school students as they grow up. One of the main points of this article was the model that the author shows.

This model is very important, not only because it shows how habitus can be factored into a somewhat confused issue, but also because there are so few studies that look at habitus as playing a role in the cultural capital of school-aged children. It is easy to talk about how something could fit into something else, but much more difficult to show, logically, how it would work. That is part of.