Gender, home and family in cultural capital theory

The paper argues that Bourdieu's stress on early familiarization for the highest value of cultural capital is closely linked to his idea, strongly emphasized in Distinction, about the role of family and domestic life for individual development and social positions. The role of women, as mothers and homemakers, is crucial in this process. Yet, Bourdieu defines social origin as deriving from the father. The centrality to Bourdieu's thinking of a resilient traditional pattern of masculine domination and feminine submission constitutive of the Western gender habitus explains both his stress on ‘normalcy’ for the production of legitimate dispositions, and his resistance to incorporating into his thinking the implications of recent transformations in home family living, which have destabilized the gender order. It is thus important to consider contemporary feminist analyses of the family and home life and their significance for a renewed theory of cultural capital. The paper considers two sets of literature. Firstly, it addresses the manners in which home and family are conceptualized in Bourdieu's key texts where these issues were prominent in the development of his thinking on cultural capital. The second set of literature includes texts by feminist academics in the fields of family, gender and the body, which analyse the destabilizing of the gender order and everyday family living in contemporary society. Two questions are addressed on the basis of these reflections: (1) Is cultural capital an individual or a household resource? (2) How does cultural capital relate to personal interdependencies at the level of family and households?     

Relationality and social interaction1

This paper explores Bourdieu's account of a relational social space, and his relative neglect of social interaction within this framework. Bourdieu includes social capital as one of the key relational elements of his social space, but says much less about it than economic or cultural capital, and levels of social capital are rarely measured in his work. Bourdieu is reluctant to focus on the content of social networks as part of his rejection of substantialist thinking. The neglect of substantive networks creates problems for Bourdieu's framework, because many of Bourdieu's core concepts rest upon assumptions about their interactional properties (in particular, the prevalence of homophilous differential association) which are left unexamined. It is argued here that Bourdieu's neglect of the substance of social networks is related to the criticisms that Bourdieu's framework often encounters, and that this neglect bears re‐examination, since it is helpful to think of the ways in which differentiated social networks contribute to the development of habitus, help form fields, and so constitute the intersubjective social relations within which sociality, and practice more generally, occur.     

Bourdieu,Technique And Technology

This paper examines the place of technology in Pierre Bourdieu's social theory, and argues for the relevance of Bourdieu's thought to the study of technology. In moving from an examination of the status of technology in Bourdieu's work through to his broad approach to social practice and his widely cited concept of habitus, it is argued that technologies are crystalliz­ations of socially organized action. As such, they should be considered not as exceptional or special phenomena in a social theory, but rather as very much like other kinds of social practices that recur over time. Ultimately, through the use of Bourdieu's concepts of habitus, field, and capital, we are able to overcome the binary divisions such as technology/society and subject/object that have plagued technology studies.     

READING PIERRE BOURDIEU'S MASCULINE DOMINATION : NOTES TOWARDS AN INTERSECTIONAL ANALYSIS OF GENDER,CULTURE AND CLASS

This article analyses Bourdieu's late work on masculine domination, in the context of his wider theory of practice. It assesses the logic of his argument and focuses particularly on the wide-ranging case he makes for women's complicity with such gender domination, alongside their opposition to it. The question of whether Bourdieu's sociology is unacceptably pessimistic about the possibilities for social transformation is then considered, taking up certain key contemporary debates about his work. The final section draws on Bourdieu's rudimentary sketches from various sources for an intersectionalist study of gender and class, deriving ultimately from the uncompromising exposure of economic and social interests in Distinction. Using independent evidence, it traces some of the less-remarked consequences of women's entry into well-paid employment on the labour market: not least, the impact of their work on the class structure and the recomposition of domestic labour on a class basis.     

Response: Not so fast: a comment on Atkinson and Deeming's ‘Class and cuisine in contemporary Britain: the social space,the space of food and their homology’

In a recent paper in The Sociological Review, Atkinson and Deeming argue that tastes in food are homologous to the social space, exactly as it was in Bourdieu's Distinction. This would involve differences in food tastes not only along the class hierarchy, but also a clear‐cut divide by the relative weight of cultural and economic capital. However, Atkinson and Deeming base their claims on insufficient data analysis: They misinterpret their own correspondence analysis and the additional tables, which they in turn fail to subject to even the most basic statistical analysis. We show that the results they present are actually at odds with their own interpretations and main conclusions. It is not just that Atkinson and Deeming's arguments lack support; their proposition about a culinary division between cultural and economic class fractions is contradicted by their own data.     

In search of the mechanisms conducive to class differentials in educational choice: a mixed method research

This paper inquires into the mechanisms conducive to social class differentials in educational choice in Flanders (the Northern, Dutch‐speaking part of Belgium) using both quantitative data gathered from parents (N = 1339) and qualitative data gathered during two focus groups with pupils (N = 16). Unlike most of the previous studies, this study takes into consideration all three theoretical perspectives that have driven research on class differentials in educational choice so far, namely cultural reproduction theory, rational action theory and the notion of social capital. Logistic regression analysis shows that self‐selection does also occur in Flanders and that the effect of parental SES cannot be explained by a specific measure of cultural capital centred on knowledge of the educational system, nor by measures of social capital. What emerges most clearly from this study is that pupils' perception of their choice process is powerfully framed by deep‐rooted conceptions about the educational alternatives available to them. Furthermore, children's choices seem to be delimited by parents' opinions of which educational alternatives were acceptable, and which ones not. Our study calls for future research to take the wider context of decision‐making processes more explicitly into account.     

The sociologist and the state. An assessment of Pierre Bourdieu's sociology

This paper provides an assessment of Pierre Bourdieu's sociology based on a reading of his posthumously published lectures on the state in Sur l'État. It argues that the state was a foundational element in Bourdieu's rendition of the symbolic order of everyday life. As such, the state becomes equally pivotal in Bourdieu's sociology, the applicability of which rests on the existence of the state, which stabilizes the social fields and their symbolic action that constitute the object of sociology. The state, which Bourdieu considers a ‘meta'‐ordering principle in social life, ensures that sociology has a well‐ordered object of study, vis‐à‐vis which it can posit itself as ‘meta‐meta’. The state thus functions as an epistemic guarantee in Bourdieu's sociology. A critical analysis of Bourdieu's sociology of the state offers the chance of a more fundamental overall assessment of Bourdieu's conception of sociology that has relevance for any critical sociological perspective that rests on the assumption of a meta‐social entity, such as the state in Bourdieu's work, as a final ordering instance.     

Bourdieu,Wharton and Changing Culture in The Age of Innocence

Although critics often attribute the failure of Edith Wharton's characters to achieve happiness to dichotomous, even mutually exclusive causes - that is, to deficiency of character or to force of circumstance - the theories of French sociologist Pierre Bourdieu help to illuminate the more complex cultural and literary project at the heart of Wharton's work. Bourdieu's notions of field, habitus and capital speak to the dynamic rather than static nature of social relations in The Age of Innocence, Wharton's penultimate novel about conflict between stultifying social conventions and imagined but seldom realized escapes from such restrictions. Bourdieu's work helps us to see how Wharton embraces fluid rather fixed notions of culture in both her fiction and life. Vacillating throughout the novel between love for May Welland and for Ellen Olenska, Newland Archer stands at a crossroads between the fields of marriage and romance - between social convention and individual desire. Pulled by the competing demands of these fields, he progressively loses capital in both. Wharton documents the process by which Archer becomes constrained by a habitus shared with May; she also demonstrates - through multiple examples of cultural transformation - the degree to which he creates his own experience of having missed ‘the flower of life’. Archer's problem, then, is not only the field in which he operates but his acceptance of the narrowness of this field. In contrast, through the character of Ellen Olenska as well as minor figures such as Catherine Mingott, Bob Spicer, Julius Beaufort, Emerson Sillerton and Dallas Archer, Wharton affirms the processes of social change and shows that, although one cannot help replicating social hierarchies and taste, one can participate in the constructing one's social destiny.     

Inequality and 21-year-olds' negotiation of uncertain transitions to employment: a Bourdieusian approach

Faced with uncertainty, how do young people navigate the transition from school to work? Applying Bourdieu's concept of habitus to the ‘fields’ of education and employment, I argue that past experience, family background and unequal access to economic, social and symbolic forms of capital differentiate their transitions. Drawing on the tenth wave of the Australian longitudinal Life Chances Study, we found that all of the twenty-five 21-year-olds interviewed expressed uncertainty when discussing their futures. However, those from high-income backgrounds with access to strong social, economic and cultural resources were better able to manage the risks arising from uncertainty than their counterparts from low-income backgrounds. The following article seeks to contribute to a more nuanced understanding of young people's experiences at age 21 through the application of Bourdieu's conceptual framework. The interviewees’ habitus and cultivation of varying forms of capital tend towards social reproduction, yet also reveal opportunities for those considered ‘disadvantaged’ to mobilise their cultural resources. Bourdieu's model of the field, and its component conceptual tools, provide an explanatory frame to make sense of the seemingly incoherent paths that young people trace between education and employment.     

PIERRE BOURDIEU AND THE PERILS OF ALLODOXIA : NATIONALISM,GLOBALISM AND THE GEOPOLITICS OF INTELLECTUAL EXCHANGE

Working outward from the issues raised by Bourdieu in his essay ‘Passport to Duke’, the tension is explored between, on the one hand, the participation of intellectuals in a putatively public sphere of mutually respectful, transnational exchange and, on the other hand, the pull of those territorialized, nationalistic contexts in which intellectuals find themselves compelled to give concrete articulation to their professional desires for autonomy and solidarity. In the process, the paper touches on some of the ways in which Bourdieu's work - and Bourdieu's legacy - can help us cope more effectively with the confusions of a period in which, in an often overwhelming fashion, we are confronted with cultural challenges that arise out of the asymmetrical relations that inform the global interactions of nation-states. Crucial to my argument is Bourdieu's tendency, at various points in his final years, to speak of allodoxia where he might previously have spoken of misrecognition. By thus shifting attention toward the categorical mistakes that arise in the course of the movement from one national field to another - from one territorially-bounded framework of opinion and custom to another - Bourdieu, it is argued, elevates the problematic of misrecognition to a global level.     

Accumulation of cultural and social capital: The differing college careers of prep school and public school graduates

Beginning in the 1920s, and continuing through the 1950s, research indicated that in college (and especially at Harvard) public school graduates were higher academic achievers than were prep school graduates. After the Second World War, however, admissions to prestigious colleges became much more competitive; graduates of the most elite boarding schools were no longer assured entry to the college of their choice. Therefore, this series of three studies was designed to update and extend the earlier research. It was found that at Wesleyan University, Yale University, Mount Holyoke College, and Smith College, public school graduates were significantly more likely than prep school graduates to be elected to Phi Beta Kappa. In contrast, the private school graduates were significantly more likely than the public school graduates to be selected as members of the two most prestigious senior societies at Wesleyan and Yale (The Mystical Seven at Wesleyan and Skull and Bones at Yale). Pierre Bourdieu's (1977) theory of social reproduction and his concepts of “cultural capital” and “social capital” are used to interpret both the earlier findings and the findings reported in these three studies.     

Ultimate concerns in late modernity: Archer,Bourdieu and reflexivity

Through a critique of Margaret Archer's theory of reflexivity, this paper explores the theoretical contribution of a Bourdieusian sociology of the subject for understanding social change. Archer's theory of reflexivity holds that conscious ‘internal conversations’ are the motor of society, central both to human subjectivity and to the ‘reflexive imperative’ of late modernity. This is established through critiques of Bourdieu, who is held to erase creativity and meaningful personal investments from subjectivity, and late modernity is depicted as a time when a ‘situational logic of opportunity’ renders embodied dispositions and the reproduction of symbolic advantages obsolete. Maintaining Archer's focus on ‘ultimate concerns’ in a context of social change, this paper argues that her theory of reflexivity is established through a narrow misreading and rejection of Bourdieu's work, which ultimately creates problems for her own approach. Archer's rejection of any pre‐reflexive dimensions to subjectivity and social action leaves her unable to sociologically explain the genesis of ‘ultimate concerns’, and creates an empirically dubious narrative of the consequences of social change. Through a focus on Archer's concept of ‘fractured reflexivity’, the paper explores the theoretical necessity of habitus and illusio for understanding the social changes that Archer is grappling with. In late modernity, reflexivity is valorized just as the conditions for its successful operation are increasingly foreclosed, creating ‘fractured reflexivity’ emblematic of the complex contemporary interaction between habitus, illusio, and accelerating social change.     

ELEMENTARY SCHOOL STUDENTS' EXTRACURRICULAR ACTIVITIES: THE EFFECTS OF PARTICIPATION ON ACHIEVEMENT AND TEACHERS' EVALUATIONS

ABSTRACT

I use data from the Early Childhood Longitudinal Study to examine both the number and the types of extracurricular activities in which elementary school students participate and find significant differences in participation patterns by gender, race, and class. The number of activities in which students participate during kindergarten and first grade affects their gains in reading achievement test scores between first and third grade and third grade teachers' evaluations of mathematics skills, but does not affect gains in math achievement test scores or teachers' evaluations of language arts skills. Dance lessons, athletic activities, and art lessons, in particular, affect one or more of the dependent variables. With one exception, interactions of extracurricular activities with socioeconomic status show that less-privileged children benefit more from participation in activities than do more-privileged children, providing evidence against Bourdieu's theory of cultural capital and social reproduction.     

Exercising Privilege: The Cyclical Reproduction of Capital through Swim Club Membership

According to cultural theorist Pierre Bourdieu, social class is defined by the interplay and operation of various forms of capital, within the set of durable and objective relations in which the classed subject is located. Informed by Bourdieu's understanding of social class, this article details the empirical dimensions of upper‐middle‐class familial involvement at the Valley View Swim and Tennis Club. An institution prefigured on the practice and development of important physical skills, Valley View represents a site for the complex interplay of capitals (economic, social, cultural, and physical) complicit in the preservation and reproduction of members' upper‐middle‐class habitus, and corresponding elevated and privileged social status. Specifically, we discuss the findings of ethnographic fieldwork focused on the acquisition, transmission, and conversion of economic, social, cultural, and physical capital in and through member families' club involvement. We argue that Valley View operates as a distinctive cultural field, wherein embodied techniques and expressions of class‐based power and privilege contribute to the reproduction of social class differences, boundaries, and hierarchies, in such a way as to render them natural, and largely unacknowledged, effects of being.     

Translating Bourdieu into youth studies

ABSTRACT

Against a backdrop of lively discussion about the best ways to do youth studies, or sociology of youth, this article asks: Can Pierre Bourdieu’s work be translated into youth studies in ways that benefit the field? We begin by considering Bourdieu’s thoughts on the category of ‘youth’ using a new translation of this text, and then turn to an important discussion by Furlong, Woodman, and Wyn about certain long standing tensions in youth studies. These tensions are between writers engaging in the ‘structure versus agency’ debate that is mapped onto the ‘culture versus transitions’ binary. We consider the case for adopting a ‘middle-ground’ represented by Bourdieu’s writings. We argue that many in youth studies work from an unacknowledged substantialist tradition, which is contra to Bourdieu's relational perspective. The result includes misunderstandings of Bourdieu's thinking and expectations of his work, for example, that it can pass certain empirical tests. We argue that if Bourdieu's relational perspective is to be translated into youth studies, we will need a more determined effort to understand that perspective first.     

CULTURAL CAPITAL AND THE VARIETY OF MODES OF CULTURAL CONSUMPTION IN THE OPERA AUDIENCE

Research on cultural consumption and its social conditions mainly focuses on tastes and on products consumed rather than on modes of consumption. This article takes up this desideratum and studies the modes of listening to classical music in opera audiences based on a visitor survey. In contrast to the prevailing image of the silent and intellectual audience in high‐brow institutions, the study shows there is a broad array of modes people use to listen to classical music. With respect to Bourdieu's theory of arts perception, in particular his notion of cultural capital, one can show empirically that the modes of cultural consumption in this case are determined by listeners' cultural capital.     

Bourdieu and psychoanalysis: an empirical and textual study of a pas de deux

This paper aims to elucidate some of the similarities between the Bourdieusian and a psychoanalytical approach to understand the individual and the social, and to describe Bourdieu's relation to psychoanalysis. The paper begins by reflecting upon the way a research on anorexia was received and perceived by some psychiatrists and psychoanalysts. Such a case study puts into light several analogies between Bourdieu's theoretical position, his epistemological style and psychoanalysis. Then, some texts by Bourdieu, especially a discussion with the psychoanalyst and sociologist Jacques Maître, are analysed in order to further explore Bourdieu's position vis‐à‐vis psychoanalysis and to assess the influence of psychoanalysis on his conception of the individual habitus. Finally, the paper discusses the possible contradictions arising between these borrowings and the principles of Bourdieusian epistemology. The paper thus suggests that the Bourdieusian approach is better analysed as a ‘sociologization'of psychoanalysis rather than as an approach complementing or integrating psychoanalysis.     

Young people's educational aspirations: psychosocial factors and the home environment

Utilising data from Understanding Society (2010–2013), this study examined the contribution of young people's psychosocial and background factors and home environment to their educational aspirations in the UK. Young people's general well-being and self-efficacy emerged as good predictors of their educational aspirations as did some aspects of their home environment. Interestingly, filial dynamics such as emotional closeness to parents and cultural capital (e.g. participating in cultural events, discussing books) were better predictors of 10–15-year-olds’ aspirations than were more school-driven parent–child interactions (e.g. homework, extra-curricular activities). Furthermore, the findings from this study showed no shortage in young people's educational aspirations although interesting demographic trends emerged with certain groups (i.e. preadolescents, males) being less aspirant than middle adolescents and females. These findings have significant implications for family and educational policy, especially with regard to ‘raising aspirations’ and reducing early school leaving and, also, for reconsidering the role of the home environment as a web of emotionally and intellectually charged relationships between parents and children rather than an extension of the school day. Finally, discussions on young people's educational aspirations should not be polarised but informed by notions of opportunity (structure) and what young people make of it (agency).     

How do private entrepreneurs transform local social capital into economic capital? Four case studies from rural Denmark

Bourdieu's (1986) General Theory of the Economy of Practices assumes that people perpetually transform tangible and intangible forms of capital according to certain ‘laws of conversion’. On this background, and combining sociology and micro-economics, we analyze specific strings of capital conversion in time and space. More specifically, we raise the question: How do private entrepreneurs transform local social capital into economic capital? We combine in-depth interviews with four private entrepreneurs in rural Denmark with Prisoner's Dilemma game theory. Thus each of our cases illustrates one of the outcomes in the PD matrix. In this way we explain why only one of the four entrepreneurs succeeds in capitalizing social capital.