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.
| Original language | English |
|---|---|
| Journal | British Journal of Sociology of Education |
| Volume | 37 |
| Issue number | 5 |
| Pages (from-to) | 761-779 |
| ISSN | 0142-5692 |
| DOIs | |
| Publication status | Published - 1 Jul 2016 |