The second chapter of Sociology
of Education in Canada focused on the many theories in educational
sociology. It was interesting to read about how many theories focus on the environment
and social class of a child as the determining factor to their educational achievements.
As future educators we must reflect upon and consider how many factors are at a
play when it comes to a child’s likelihood of academic success here in Canadian
schools and that we are responsible to do everything in our power to ensure we
provide equitable and quality education to all
students regardless of their background.
I found the discussion of cultural capital, the high status cultural knowledge possessed by individuals, intriguing. (p.34) I was surprised to read that educators treat children with cultural capital more favourable than students without. In the classroom context, children who do possess “cultural capital” will use the language and knowledge gained from experience associated with this cultural capital in the classroom. Berstein referred to these cues children display in the classroom as “language codes” in which the teacher will pick up on. This results in preferential treatment of the student. (p.35) The fact that each form of capital (social, economic, and cultural) are convertible into one another, shows how even young students who have “cultural capital” are already given an advantage and this will translate into economic and social capital in the future. We need to consider the significant role in which a student’s socioeconomic status and cultural background have in their educational experience.
I found the discussion of cultural capital, the high status cultural knowledge possessed by individuals, intriguing. (p.34) I was surprised to read that educators treat children with cultural capital more favourable than students without. In the classroom context, children who do possess “cultural capital” will use the language and knowledge gained from experience associated with this cultural capital in the classroom. Berstein referred to these cues children display in the classroom as “language codes” in which the teacher will pick up on. This results in preferential treatment of the student. (p.35) The fact that each form of capital (social, economic, and cultural) are convertible into one another, shows how even young students who have “cultural capital” are already given an advantage and this will translate into economic and social capital in the future. We need to consider the significant role in which a student’s socioeconomic status and cultural background have in their educational experience.
Discussion question: As
educators, do you consider cultural capital a valid theory where children are
treated more favourably throughout their schooling? If so, how can we work
towards eliminating this?
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