The Changing Nature of Cultural Capital

Uncovering Hegemony in Higher Education: A Critical Appraisal of the Use of “Institutional Habitus” in Empirical Scholarship

“…Although schools' institutional habitus tend to pathologize differences that set students apart from the institution, institutional habitus need not reproduce inequity. Additional scholarly attention can reveal the ways in which institutional habitus marginalizes but greater awareness of these processes of marginalization can also provide insight into opportunities to interrupt this marginalization, as Sablan and Tierney (2014) have also argued.…”

“…These positioning strategies include and exclude particular students, providing a “mechanism for ensuring that class order or position is maintained” (Pearce et al, 2008, p. 261). Others have similarly argued for this contribution of use of Bourdieu’s work: It de-normalizes inequity and guides scholars to study the web of relations among social power, practice, and social reproduction (Davies & Rizk, 2018; Sablan & Tierney, 2014; Winkle-Wagner, 2010a).…”

“You Were Going to Go to College”: The Role of Chicano Fathers’ Involvement in Chicana Daughters’ College Choice

“…Our fathers enrolled us in parochial school with college preparation programs to enhance our college choice processes. Traditionally defined in higher education research as a component of the larger understanding of college choice processes, college readiness encompasses the nonremedial abilities, skills, and assets an individual possesses to enroll and persist in postsecondary education (Jackson & Kurlaender, 2014; Sablan & Tierney, 2014; Strayhorn, 2014).…”

Can You Really Measure That? Combining Critical Race Theory and Quantitative Methods

“…Quantitative operationalizations of cultural capital are also routinely criticized for oversimplifying Bourdieu’s (1986) theory or too heavily emphasizing high-status cultural participation (Winkle-Wagner, 2010). Thus, quantifying CCW may be one way to counter and reconsider the applicability of this theory to communities of color and move beyond reductionist notions of what counts and does not count as valuable cultural capital (Sablan & Tierney, 2014). CCW, therefore, is an appropriate theoretical example of using CRT and quantitative methodology as its application to the experiences of students of color can help elucidate instances of school-based discrimination and inequity, a central purpose of CLS and CRT.…”