Social capital and educational achievements: Coleman vs. Bourdieu.

Autor/inn/en	Rogosic, Silvia; Baranovic, Branislava
Titel	Social capital and educational achievements: Coleman vs. Bourdieu. Paralleltitel: Socialni kapital in izobrazevalni dosezki: Coleman - Bourdieu.
Quelle	In: CEPS journal, 6 (2016) 2, S. 81-100Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
URN	urn:nbn:de:0111-pedocs-122958
Schlagwörter	Bildungserfolg; Vergleich; Soziale Ungleichheit; Soziale Herkunft; Sozialkapital; Konzeption; Theorie; Bourdieu, Pierre; Coleman, James Samuel
Abstract	The influence of social capital on an individual's educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman's (1988) or Bourdieu's (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman's approach has its roots in structural functionalism, Bourdieu's approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual's education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual's educational achievements under Bourdieu's and Coleman's theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4