What is Cultural Capital

A term from sociology to describe the accumulation of the social assets of individuals, such as style of speech, the possession of books and educational qualifications.

The inclusion of student culture in classroom practices that fosters engagement in learning and an environment of mutual respect and support of all students.

Cultural capital is seen to be based on cultural knowledge, dispositions and competences, and acquiring cultural capital builds authority and power. One may need certain skills, powers or knowledges to enter particular fields and be seen as legitimate. In the field of cultural production, there are producers, and those who legitimate and consecrate cultural products as consumers (e.g. critics, galleries, the public) (Bourdieu, 1993). Cultural capital is inculcated and acquired through education, the family and social institutions—which allows social agents to decipher cultural artefacts and understand their internalised codes. Cultural capital is unequally distributed, often differentially amongst different class fractions (Bourdieu, 1993). Malaby applies Bourdieu’s concept of cultural capital to online and synthetic worlds. He defines cultural capital as: “the resource that participants develop and acquire in the form of competencies and credentials and that they also invest in valued cultural objects, or artifacts” (Malaby, 2006, p. 146). Malaby sees the cultural competencies of synthetic worlds as in greater flux than in the ‘offline’, and are part of a process of ‘becoming’, rather than reproducing existing socioeconomic differences. Malaby suggests certain competencies may relate to technologically mediated environments, but are not essentially different to those developed in other technical domains—such as flying a plane. However, he argues that there is a need to research such ‘synthetic world’ competencies in more detail.

Resources that individuals gain from families and communities and that are used to achieve academic and professional success in society.

Refers to the collection of symbolic elements such as skills, tastes, posture, clothing, mannerisms, material belongings, credentials, etc. that one acquires through being part of a particular social class.

Following Bourdieu, is an individual knowledge of the dominant culture’s symbolic systems, including literature, music, and food. Individuals can assert cultural capital for social advantage. In later work, Bourdieu suggests that cultural capital is a subset of broader informational capital.

Non-financial social assets that promote social mobility including education, intellect, style of speech, dress, or physical appearance.

The concept that cultures facilitate/provide distinct traits or experiences to its followers that can count as capital.

Those skills and knowledge acquired through accumulation of wealth, which the hegemony believes to be available to White-middle class families, which to them is the only possibility for school success.

The “money” or increment of worth of the societal sector to which one belongs (for example, credentials would be the cultural capital of the educational sector).

Pierre Bourdieu (1977) coined the term “cultural capital” as a reference to the material goods that are collected and displayed by the cultural elite (such as paintings by famous artists, extensive libraries, or collections of fine wines). The goods that represent cultural capital reference elite cultural values (and are thus not simply a display of wealth, but a display of the owner’s knowledge).

Developing culturally valued information, dispositions, and behaviors to navigate written and unwritten workplace rules.

The collection of knowledge, experiences, and skills that a person gains from their family, local community, and other social groups.

Essential knowledge and skills that individuals draw upon from their lived experiences and society.

the accumulation of intellectual knowledge, material goods, and societal exposures valued within a civilization.

Refers to a person’s knowledge of, and competence in, cultural practices that are usually associated with, or reflective of, dominant culture. Like other forms of capital, cultural capital is a resource that is cultivated and transmitted through the socialization process, and often passed down generationally.

The model of community cultural wealth made up by types of capital such as, but not limited to: 1) Aspirational capital, 2) Linguistic capital, 3) Familial capital, 4) Social capital, 5) Navigational capital, and 6) Resistant capital ( Yosso, Smith, Ceja & Solórzano, 2009 ).

A distinctive term, explained by Waters (2005), other than human or social capital. Possibly, it could serve as a means for assessing an environment that encourages education and learning within its economic society through its policies, rewards, and incentives.

Consists of a person’s collected cultural knowledge that comprises an individual’s value and worth through perceived power or status.

Is the stock of values upon which the structure of each society is characterized it as different from others.

Skills, knowledge and abilities learned or developed by individuals that can help them create networks and to increase success.

The effect of cluster culture on the economic performance of the cluster.

Experiences, networks and integration that promote social mobility and may play a role in attaining economic opportunities.

How a student’s background and linguistic knowledge influences their class status and access to capital.

Knowledge accumulated through upbringing and education that confers social status, often institutionalized in educational qualifications and objectified in cultural artifacts.

A term introduced by Pierre Bourdieu to refer to the symbols, ideas, tastes, and preferences that can be strategically used as resources in social action.

Social and cultural assets that provide its beholders status and distinction – may or may not be economically linked (i.e. education, knowledge of arts and gastronomy).

This refers to the set of ideas, customs, and social behaviors that a given people has access to and can be used for the desired purposes.

The non-financial assets that promote social mobility within and between cultures.

Assets one possesses due to understanding the norms and values of a particular setting, community, or environment. Allows one to fit in and move through domains with others more effectively and encourages a sense of inclusivity.

The higher education success rates of educated parents.

A marker of one’s status and position within a social and cultural hierarchy. It enables an individual to gain membership to social categories.

Essential knowledge and skills individuals draw upon from their lived experiences and society.

The social assets of a student.

Refers to culturally based common practices and/or resources possessed by individuals that may put them at an advantage over others. As described in the research conducted and reported in the current book, examples of culturally based resources, materials or practices include understanding the school tradition and philosophy of teaching, cultural awareness of the regional origins of the students in the class, knowledge about educational and school discipline practices, going to the museums and art exhibits, educational credentials of teachers and administrators, academic qualifications or degrees, access to computers, and aesthetic preferences such as taste of music, art, food, and other creative forms.