History Reproduces Itself: The transmission of symbolic capital at a private liberal arts college in the USA

Barfels, Sarah E.; Delucchi, Michael

doi:10.1080/1356251032000052438

Cited by 5 publications

(7 citation statements)

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“…Other studies consider the curriculum as a mechanism for differentiation. Sarah E. Barfels and Michael Delucchi (2003) thus seek to locate a hidden curriculum in a variety of higher education courses-by looking at how ways of designing academically "similar" courses at different levels result in concealed social tracking (see also Bernstein 1977;Bourdieu and Passeron 1979;Bourdieu et al 1994). Stuber (2009) examines the importance of extracurricular activities for academic success among students from different classes, as does , who also explores the extent to which the importance of extracurricular activities varies across programs.…”

Section: Research On Higher Education and Social Classmentioning

confidence: 99%

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

Thomsen¹,

Munk²,

Eiberg-Madsen³

et al. 2013

Comparative Education Review

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Section: Research On Higher Education and Social Classmentioning

confidence: 99%

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

Thomsen¹,

Munk²,

Eiberg-Madsen³

et al. 2013

Comparative Education Review

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“…In the semi-structured interviews, I asked the scholars for their thoughts on the boundaries and debates that animate PACS education; the forms of capital active in the peace field; and the challenges and opportunities they perceived for the field in the 21 st century. For the interview portion of the research, I designed it as an ethnographic and instrumental case study (Stake 1995;Ragin and Becker 2000;Yin 2003;White, Drew and Hay 2009;Zucker, 2009;Barfels and Delucchi 2003) around the conceptual instruments of Bourdieu. The purpose of an instrumental case study is the analysis of a distinct case for general understanding into a phenomenon (Stake 1995;Grandy 2010;Flyvbjerg 2011).…”

Section: Methodsmentioning

confidence: 99%

On Peace Capital: The Case of Academic Cultural Capital Inside the United Nations and its Universities

Kester¹

2017

AISR

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The United Nations (UN) is often questioned about its ongoing involvement in matters of peace and security, but its involvement in higher education for peace in the 21st century is rarely examined. This paper investigates the use of higher education as a peacebuilding tool within the UN apparatus. First, I describe the work in which UN universities are engaged. Second, I examine the academic cultural capital that UN officials possess that enable their admission into the UN. I investigate this across UN agencies generally and then in regard to faculty specifically at one United Nations university. Third, I share commentary from scholars I interviewed at this university, and from scholars in Ethiopia and Somaliland, to corroborate and challenge the results of the qualifications review, and to elaborate on the education that the UN promotes. Data was analyzed through a Bourdieusian cultural capital framework. The findings point toward social reproduction through academic peace capital in the UN and its university.

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“…Future research could investigate this in more depth using ethnographic methods, and analyses of the curriculum, as some other researchers have already done in other contexts (Kingsbury, 1988;Nettl, 1995;Barfels & Delucchi, 2003). In addition, future work could use the conclusions drawn here to implement changes to teaching and learning.…”

Section: Discussionmentioning

confidence: 99%

“…As a consequence, a coincidence of class divide with musical repertoire is apparent within HE curriculums: in particular, the concentration of Popular Music Studies in post-1992 HEIs perpetuates music genres as a basis for class divide, since many of these HEIs take a much higher proportion of non-traditional students. 4 In this way music in HE, like other disciplines, can be seen to participate in the construction of social order by transmitting values, norms, and ways of conceptualising the world, both through the explicit and the 'hidden' curriculum (Bowles & Gintis, 1976;Barfels & Delucchi, 2003;Pitts, 2003). Education in music, as in other subjects, can be understood as channeling students into different positions and ways of life within the socio-economic system (Bourdieu & Passeron, 1977;Quinn, 2004;Willis, 1977); as Quinn puts it: 'channeling working class students into the lower tiers of an increasingly stratified system .…”

mentioning

confidence: 99%

The socio-cultural and learning experiences of music students in a British university

Dibben

2006

Brit. J. Music. Ed.

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eprints@whiterose.ac.uk https://eprints.whiterose.ac.uk/ Reuse Unless indicated otherwise, fulltext items are protected by copyright with all rights reserved. The copyright exception in section 29 of the Copyright, Designs and Patents Act 1988 allows the making of a single copy solely for the purpose of non-commercial research or private study within the limits of fair dealing. The publisher or other rights-holder may allow further reproduction and re-use of this version -refer to the White Rose Research Online record for this item. Where records identify the publisher as the copyright holder, users can verify any specific terms of use on the publisher's website. TakedownIf you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing eprints@whiterose.ac.uk including the URL of the record and the reason for the withdrawal request. The socio-cultural and learning experiences of music students in a British university Nicola DibbenDepartment of Music, University of Sheffield, 38 Taptonville Road, Sheffield S10 5BR n.j.dibben@sheffield.ac.ukResearch into student experience in Higher Education has largely focused on students' role as learners. However, the student experience encompasses a much wider range of behaviours and beliefs than can be captured through a focus on teaching and learning alone. I report the findings of a research project which explored student experience in the music department of a British red-brick university. Music presents a particularly interesting case study given the presence of extra-curricular musical activities, the opportunity for social interaction between staff and students outside the formal context of the lecture or seminar room, and perceptions of Western art music as a form of 'middle-class' culture. Analysis of survey and interview data reveals the centrality of musical performance activities, and in particular the development of a performer identity, to students' experience of belonging and achievement. The influence of students' socio-economic background is also considered: social class was largely invisible to respondents within the departmental context, possibly because it is an invisible norm, within larger contemporary discourses in which social class is equated with financial difference rather than cultural difference. However, the research revealed an association between socio-economic background, term-time employment and academic achievement. The implications of these findings for teaching and learning in music in Higher Education are considered.

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History Reproduces Itself: The transmission of symbolic capital at a private liberal arts college in the USA

Cited by 5 publications

References 0 publications

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

The Educational Strategies of Danish University Students from Professional and Working-Class Backgrounds

On Peace Capital: The Case of Academic Cultural Capital Inside the United Nations and its Universities

The socio-cultural and learning experiences of music students in a British university

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