Field Theory in Cultural Capital Studies of Educational Attainment

Krarup, Troels; Munk, Martin D.

doi:10.1080/01425692.2014.969398

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Field Theory in Cultural Capital Studies of Educational Attainment

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Krarup, Troels
Max Planck Sciences Po Center on Coping with Instability in Market Societies (MaxPo), MPI for the Study of Societies, Max Planck Society;

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https://doi.org/10.1080/01425692.2014.969398
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Citation

Krarup, T., & Munk, M. D. (2016). Field Theory in Cultural Capital Studies of Educational Attainment. British Journal of Sociology of Education, 37(5), 761-779. doi:10.1080/01425692.2014.969398.

Cite as: https://hdl.handle.net/21.11116/0000-000D-FE7A-D

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.