Cultural Capital and Habitus in Context: The Importance of High School College-Going Culture

Autor/inn/en	Roksa, Josipa; Robinson, Karen Jeong
Titel	Cultural Capital and Habitus in Context: The Importance of High School College-Going Culture
Quelle	In: British Journal of Sociology of Education, 38 (2017) 8, S.1230-1244 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2016.1251301
Schlagwörter	Cultural Capital; High Schools; College Preparation; School Culture; Correlation; Social Class; Social Influences; Longitudinal Studies; National Surveys; High School Seniors; Regression (Statistics); Predictor Variables; College Attendance; Socioeconomic Status; Student Characteristics; Racial Differences; Academic Aspiration; Family Structure; Grade Point Average + Suchen Sie Ihr Suchwort? High school; Oberschule; Schulkultur; Schulleben; Korrelation; Social classes; Soziale Klasse; Sozialer Einfluss; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Prädiktor; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Familienkonstellation; Familiensystem
Abstract	While an extensive body of research has examined the role of cultural capital in reproducing social class inequality in educational outcomes, the role of habitus and school context has received less attention in quantitative studies. We attend to this gap in the literature by considering the relationship between cultural capital, habitus, and the transition into higher education across high schools with low and high college-going cultures in the United States. Findings indicate that the relationship between cultural capital and transition into higher education is context specific and manifested only in schools with a high college-going culture. In addition, students from less advantaged family backgrounds benefit more from cultural capital than their more advantaged counterparts, but this is the case primarily in schools with a high college-going culture. Habitus, however, is related to the transition into higher education regardless of the high school context and benefits all students equally. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01