Social Capital and Educational Achievements: Coleman vs. Bourdieu
The influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: where...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana
2016-06-01
|
| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://ojs.cepsj.si/index.php/cepsj/article/view/89 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849727319127621632 |
|---|---|
| author | Silvia Rogošić Branislava Baranović |
| author_facet | Silvia Rogošić Branislava Baranović |
| author_sort | Silvia Rogošić |
| collection | DOAJ |
| description | The influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman’s approach has its roots in structural functionalism, Bourdieu’s approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual’s education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual’s educational achievements under Bourdieu’s and Coleman’s theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches. |
| format | Article |
| id | doaj-art-bd4252f8907d4b9cbbcd9614120fa190 |
| institution | DOAJ |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2016-06-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-bd4252f8907d4b9cbbcd9614120fa1902025-08-20T03:09:52ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472016-06-0162Social Capital and Educational Achievements: Coleman vs. BourdieuSilvia RogošićBranislava BaranovićThe influence of social capital on an individual’s educational achievements is the subject of numerous scientific papers. Research on social capital is most frequently based on Coleman’s (1988) or Bourdieu’s (1986) theories of capital, which are related to different paradigms of social theory: whereas Coleman’s approach has its roots in structural functionalism, Bourdieu’s approach contains elements of conflict theory. A number of authors, starting with Bourdieu, attempt to explain and prove that, when connected with the education of individuals, the activity of social capital facilitates social reproduction. Other authors support the notion that social capital is, in fact, a powerful weapon that encourages social mobility. A third group of researchers emphasise that neither of these approaches in isolation can entirety explain the influences of social capital on an individual’s education (Ho, 2003). The present paper offers a review of research focusing on the influences of social capital on educational achievements, while outlining the fundamental differences between the two theoretical approaches that are most frequently used for research of this topic. The aim of the paper is to explain the influence of social capital on an individual’s educational achievements under Bourdieu’s and Coleman’s theoretical concepts, and to establish whether combining the approaches is possible. The conclusion and arguments show that it is legitimate to use all three theoretical approaches.https://ojs.cepsj.si/index.php/cepsj/article/view/89ColemanBourdieusocial capitaleducational achievementstheory of social reproductiontheory of social mobility |
| spellingShingle | Silvia Rogošić Branislava Baranović Social Capital and Educational Achievements: Coleman vs. Bourdieu Center for Educational Policy Studies Journal Coleman Bourdieu social capital educational achievements theory of social reproduction theory of social mobility |
| title | Social Capital and Educational Achievements: Coleman vs. Bourdieu |
| title_full | Social Capital and Educational Achievements: Coleman vs. Bourdieu |
| title_fullStr | Social Capital and Educational Achievements: Coleman vs. Bourdieu |
| title_full_unstemmed | Social Capital and Educational Achievements: Coleman vs. Bourdieu |
| title_short | Social Capital and Educational Achievements: Coleman vs. Bourdieu |
| title_sort | social capital and educational achievements coleman vs bourdieu |
| topic | Coleman Bourdieu social capital educational achievements theory of social reproduction theory of social mobility |
| url | https://ojs.cepsj.si/index.php/cepsj/article/view/89 |
| work_keys_str_mv | AT silviarogosic socialcapitalandeducationalachievementscolemanvsbourdieu AT branislavabaranovic socialcapitalandeducationalachievementscolemanvsbourdieu |