Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France

Autor/inn/en	Brown, Phillip; Power, Sally; Tholen, Gerbrand; Allouch, Annabelle
Titel	Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France
Quelle	In: British Journal of Sociology of Education, 37 (2016) 2, S.191-211 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.920247
Schlagwörter	Credentials; Cultural Capital; Competition; Selective Admission; Talent; Foreign Countries; Academic Achievement; Comparative Education; Student Attitudes; Self Concept; Equal Education; Interviews; Employment Potential; Ethics; Social Differences; Social Mobility; College Entrance Examinations; Cross Cultural Studies; Education Work Relationship; France; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studienbuch; Wettkampf; Bildungsselektion; Begabung; Hochbegabung; Ausland; Schulleistung; Vergleichende Erziehungswissenschaft; Schülerverhalten; Selbstkonzept; Interviewing; Interviewtechnik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Ethik; Sozialer Unterschied; Soziale Mobilität; Aufnahmeprüfung; Cultural comparison; Kulturvergleich; Frankreich
Abstract	This article examines student accounts of credentials, talent and academic success, against a backdrop of the enduring liberal ideal of an education-based meritocracy. The article also examines Bourdieu's account of academic qualifications as the dominant source of institutionalised cultural capital, and concludes that it does not adequately account for comparative differences in the social structure of competition and ideological shifts in class (re)production in different national contexts. This analysis is based on an empirical investigation of elite students at Oxford University and Sciences Po in Paris. We investigated how they understand the competition for a livelihood and whether they see themselves as more "talented" than students from non-elite universities. This investigation revealed important similarities and differences between British and French students that have significant sociological implications for the (re)production and legitimation of educational and labour market inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01