Introduction
Each student has a multidimensional vision of social space composed of autonomous fields, each determining specific modes of domination. The composition of the types of capital determines the power relations between the social agents in each subfield at a given moment. The student’s initial capital determines the ability to realize oneself in an educational institution.
Bourdieu distinguishes these types of capital: economic, cultural, social, and symbolic. It is necessary to consider each of them in the context of their possible influence on students’ life chances and success. A set of socially significant attributes recognizes each type of capital, and all components must be closely related.
Influence of Four Capitals on First-Generation College Students
Economic Impact
Economic capital is the possession of material goods, including money, which helps to take a privileged place in the field and any commodity. This type of capital can be considered the most understandable since material goods impact each individual’s standard of living (Appelrouth & Edles, 2010). Today, from a measure of the value of labor and capital, money acquires the properties of power or authority, making it a considerable force in the management of society, increasing the efficiency of its development and the quality of life of individuals and the entire country (Sommerfeld & Bowen, 2013). At the same time, it is evident that the presence of weighty economic capital opens up a wide range of learning opportunities and influences the setting of career goals. Students with great material resources will be oriented to prestigious positions and have the opportunity to invest in development, respectively, increasing performance and the chances of success.
Cultural Aspect
At the same time, cultural capital is the amount of knowledge, skills, and perceptions accumulated during life. In families where there is already a lot of cultural capital, the child will start to learn it much earlier than in a family that does not have this capital, hence the hidden form of transmission of cultural capital by inheritance. However, the amount of cultural capital directly depends on the time a student can spend to acquire it (Sullivan, 2002). Indeed, getting a good education takes money and time, but just as important is practicing to begin navigating cultural, philosophical, and scientific theories.
Before examining what cultural capital gives students, we must clarify a key term for Bourdieu’s theory: habitus. Habitus refers to a peculiar unity of biological, social, and cultural factors in the individual, formed by upbringing, environment, close society, and the structuring of the individual’s practices and perceptions (Sommerfeld & Bowen, 2013). Habitus is a picture of the world manifested in preferences, thoughts, and behavior that allows the student to sort out the opportunities open to him.
Cultural capital provides advantages in aesthetic values, the ability to interact with people, and a focus on academic achievement, which enhances opportunities for social mobility and increases grades and success when studying. A high cultural capital is a prerequisite for its rapid and easy accumulation. Therefore, children from families with a high level of cultural capital are in a much better position and have a better chance than their peers (Dimaggio, 1982). Accumulating cultural capital requires considerable free time, which can only be provided by having economic resources.
However, having spent this time, the student discovers a picture of the world, having received the necessary incentives to accumulate knowledge and, accordingly, to strive for more in his career (Appelrouth & Edles, 2010)—the relations of appropriation between the agent and the objectively available resources. Therefore, the profit they produce is mediated by objective and subjective competition between the student and the other holders of capital who claim the same benefits (Sullivan, 2002). In these relations, situations of cultural capital deficit are formed, and thus, the additional social value of these resources is generated.
Social Influence
It is equally essential to note social capital, which consists of two elements: social relationships and the quantity and quality of resources. Students with social capital may also have access to what other individuals have. However, it also follows from the sustained association within the same space of people and things (Sullivan, 2002). Students with this capital can raise their grades by interacting with others and have higher career success.
Symbolic Factor
One can identify some of its characteristics by summarizing Bourdieu’s discussion of symbolic capital. The unit of measurement of such capital is a service as the equivalent of trust; the value of trust is determined by the quantity and, most importantly, by the quality of the labor invested in creating trust. Therefore, students holding this capital have information accumulation, leading to career successes and the symbolic power of a particular society.
Symbolic capital is a credit of trust, and having received its best grades, success in career and life, and overall high status in college are assured (Learning materials, 2023). This kind of capital helps minimize social problems, adds confidence, and eliminates problems while increasing self-confidence. Symbolic capital will take time; it cannot be formed simultaneously. However, once accumulated, it can be said with certainty that this prestige directly affects one’s reputation (Dimaggio, 1982). It consequently contributes to an increase in the intensity of work, the unfolding of one’s potential, and, thereby, the growth of one’s productivity.
Conclusion
Thus, all types of Bourdieu’s capital impact students’ lives and academic performance. Bourdieu’s theory has a direct correlation with life chances and career prospects. However, the student’s aspirations are just as crucial since most forms of capital are acquired, with only exceptions in the form of radically endowed benefits. Therefore, the focus should be on motivation and personal development for success.
References
Appelrouth, S., & Edles, L. D. (2010). Sociological theory in the contemporary era: Text and readings. Pine Forge Press.
DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture participation on the grades of US high school students. American sociological review, 189-201. Web.
Learning materials. (20230). Pierre Bourdieu.
Sommerfeld, A. K., & Bowen, P. (2013). Fostering social and cultural capital in urban youth: A programmatic approach to promoting college success. Journal of Education, 193(1), 47-55. Web.
Sullivan, A. (2002). Bourdieu and education: How useful is Bourdieu’s theory for researchers? Netherlands Journal of Social Sciences, 38, 144-166.