Socio-Economic Status
Socio-econimic status (SES) - Quality and quantity of life is directly linked to socio-economic status – education, geographical location, occupation, employment, family status, etc.
Cultural and social capital is made up of norms and networks that enable people to work together in order to achieve common goals. They are linked to improve educational outcomes because it contributes to social support, self-esteem, common identification, perceptions of control. Different social attitudes improve quality and quantity of life.
A THEORY OF SOCIAL CAPITAL
Pierre Bourdieu (1930-2002) believed that Cultural Capital solidified social status. It reproduced societal class structures and reinforced the cycle. One outcome of this was ‘Habitus’, which he described as “embodied history, internalized as second nature and so forgotten as history” or “spontaneity without consciousness or will”. (Bourdieu, 1990)
There are two types of ‘Habitus’ - Reproductive ‘Habitus’: Resignation to one’s given positions in life – “I am what I am and there is no point going against the grain”; and Transformative ‘Habitus’: The glass is half full. Taking every opportunity to better ones self despite social barriers. “This is my life. I choose to be what I want.” They are not mutually exclusive
Capital Culture (C.C.): Relating to parental involvement-
Characteristics of High C.C.: Parents and children may have “insider information”, which will assist in navigating the educational system. Parents may know people within the school which helps the child and the parents fit in socially (linking and bridging) - this can lead to more parental involvement in the school and increased involvement at home. Parents are likely to have Tertiary education – presumably children will replicate behaviour (regarding academic standards, self-efficacy, and discipline), parents can also teach children what to expect. As a result of the tertiary education and assumed higher income, parents can be better equipped
Cultural and social capital is made up of norms and networks that enable people to work together in order to achieve common goals. They are linked to improve educational outcomes because it contributes to social support, self-esteem, common identification, perceptions of control. Different social attitudes improve quality and quantity of life.
A THEORY OF SOCIAL CAPITAL
Pierre Bourdieu (1930-2002) believed that Cultural Capital solidified social status. It reproduced societal class structures and reinforced the cycle. One outcome of this was ‘Habitus’, which he described as “embodied history, internalized as second nature and so forgotten as history” or “spontaneity without consciousness or will”. (Bourdieu, 1990)
There are two types of ‘Habitus’ - Reproductive ‘Habitus’: Resignation to one’s given positions in life – “I am what I am and there is no point going against the grain”; and Transformative ‘Habitus’: The glass is half full. Taking every opportunity to better ones self despite social barriers. “This is my life. I choose to be what I want.” They are not mutually exclusive
Capital Culture (C.C.): Relating to parental involvement-
Characteristics of High C.C.: Parents and children may have “insider information”, which will assist in navigating the educational system. Parents may know people within the school which helps the child and the parents fit in socially (linking and bridging) - this can lead to more parental involvement in the school and increased involvement at home. Parents are likely to have Tertiary education – presumably children will replicate behaviour (regarding academic standards, self-efficacy, and discipline), parents can also teach children what to expect. As a result of the tertiary education and assumed higher income, parents can be better equipped