Creating Cultural Consumers

Abstract

The theories of cultural reproduction and cultural mobility have largely shaped the study of the effects of cultural capital on academic outcomes. Missing in this debate has been a rigorous examination of how children actually acquire cultural capital when it is not provided by their families. Drawing on data from a large-scale experimental study of schools participating in an art museum’s educational program, we show that students’ exposure to a cultural institution has the effect of creating ‘‘cultural consumers’’ motivated to acquire new cultural capital. We find that the experience has the strongest impact on students from more disadvantaged backgrounds. As such, our analysis reveals important aspects about the nature of cultural capital acquisition. To the extent that the evidence supporting cultural mobility is accurate, it may be because disadvantaged children can be activated to acquire cultural capital, thus compensating for family background characteristics and changing their habitus.

Teaching History Through Theater: The Effects of Arts Integration on Students’ Knowledge and Attitudes

“…The fact that this theater experience includes these common elements builds a stronger case for these components of arts integration strategies. Moreover, the increases we see in interest in learning history as well as interest in theater are aligned with studies showing arts integration can increase student engagement and interest in art (Bowen & Kisida, 2019;Brouillette et al, 2014;Kisida et al, 2014;Walker et al, 2011).…”

“…We conduct this exploratory subgroup analysis because educational interventions commonly produce heterogeneous effects by student gender and race/ethnicity, including studies involving arts-based education. In terms of gender, male students have tended to show less enthusiasm for arts experiences than female students (Kisida et al, 2014). In terms of minority status, there is evidence that arts experiences may induce larger effects for a variety of reasons.…”

Expanding the Reflexive Space: Resilient Young Adults, Institutional Cultures, and Cognitive Schemas

“…More specifically, in terms of higher education, both the liberal arts curriculum and the social contexts of American colleges and universities provide meaningful and morally laden signs and narrative language through which young people often interpret their pasts, presents, and futures (DiMaggio 1982;Kisida, Greene, and Bowen 2014;Lehmann 2014). Similarly, religious communities promulgate narratives of ultimate meaning in relation to the divine, and very frequently narratives of divine providence and godly love are employed when religious people respond to stress (Pargament 1997:144-147).…”

Investigating The Values of Guidance and Counseling in Eleganaboi

“…The millennial has a different approach to cultural and ceremonial values because of the complexity of the cultural ceremony and its values. These values included knowledge; belief; art; law; morals; custom; and any other individual capabilities and habits conducted as a member of a society in certain places (Gebhard, 2012;Kisida et al, 2014). Culture influences perception and perspective of human toward the world including digital technology.…”