Perhaps the most interesting factor in determining the success of a child in their education is the cultural experiences they are able to obtain. The cultural experiences a child is able to obtain is called their cultural capital. According to Bourdieu, cultural capital is “cultural practices or dispositions a person acquires often through disguised or hidden ways that realize profits in the economic field primarily through ensuring academic success” (Madigan 121). Cultural capital can manifest itself in various ways including a child’s familiarity with classical artists or music. Children that have higher cultural capitals are more likely to display more knowledge or have better taste. Having a cultural capital can also increase a child’s
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Parental involvement and social class has a high correlation for the same reasons children in the dominant class have higher cultural capitals; economic freedom allows parents to participate more in their children’s life. Middle class parents give their children some form of cultural capital by “ reading to children, taking children to the library, attending school events, enrolling children in summer school…” (Lareau 3). Another reason as to why parents in the dominant class are more involved in their child’s education than their subordinate counterparts is because of the different views on the relationship between parents and teachers. Parents in the subordinate class view teachers one of the sole sources of their child’s education, this means that they think teachers should be the one teaching their child and not them; or, if they do get involved, it is limited. Parents in the dominant class, however, are more likely to see the parent-teacher relationship as one of interconnectedness. These parents believe that it is up to both teachers and parents to foster knowledge in students. They are more likely to be involved not only in homework but also in school decisions themselves. It is important to note that not all parents in the subordinate class are not involved in their child’s education, the same as not parents in the dominant class are involved in their child’s
Parental involvement and social class has a high correlation for the same reasons children in the dominant class have higher cultural capitals; economic freedom allows parents to participate more in their children’s life. Middle class parents give their children some form of cultural capital by “ reading to children, taking children to the library, attending school events, enrolling children in summer school…” (Lareau 3). Another reason as to why parents in the dominant class are more involved in their child’s education than their subordinate counterparts is because of the different views on the relationship between parents and teachers. Parents in the subordinate class view teachers one of the sole sources of their child’s education, this means that they think teachers should be the one teaching their child and not them; or, if they do get involved, it is limited. Parents in the dominant class, however, are more likely to see the parent-teacher relationship as one of interconnectedness. These parents believe that it is up to both teachers and parents to foster knowledge in students. They are more likely to be involved not only in homework but also in school decisions themselves. It is important to note that not all parents in the subordinate class are not involved in their child’s education, the same as not parents in the dominant class are involved in their child’s