Social Capital and Educational Achievements: Coleman vs. Bourdieu

Abstract

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.

The Reviewing of Social Reproduction Theories: Social Capital on Students’ Academic Success

“…Teachers should instruct the diverse classroom and then trying to gain the benefits of social capital in school. Coleman's theory is criticized as he does not explain the individual with different backgrounds gain various benefits of social capital [13,17,18]. However, it effectively demonstrates the differences in individuals of similar social backgrounds.…”

“…Research shows particular capital influences social inequalities, which reflects that Coleman's research concepts are quite logical. Social Capital is an important theoretical concept and approach that are often used and are valid in current studies [17,19]. Grossman pointed out Coleman was not differentiating social levels and ethnic groups [19].…”

“…However, there are limitations of their theories under the current social developments. It is important to utilize the network to research social capital [17]-the view of these theoretical concepts and the illustration of social capital's influence on individual academic achievements.…”

Why Do Students in Vocational and Technical Education Drop Out? A Qualitative Case Study

“…The student's development is shaped through social capital at schools, community, and family. Social capital affects the achievement and decreases dropouts (Acar, 2011;Israel et al, 2001;Rogošić & Baranović, 2016). When the research is examined, most of the studies are pertinent to finding out reasons for dropouts at high schools.…”

Pengembangan Lembaga Pendidikan Unggulan Berbasis Aswaja Pada Sekolah Dasar Unggulan Muslimat NU Kudus

“…Sumber Daya Manusia yang hebat tidak berarti apa-apa tanpa dukungan dari faktor lain (Karim dan Mustari, 2015). Tidak ada faktor yang tunggal untuk meningkatkan kualitas pendidikan yang sangat berat ini dan meliputi banyak aspek (Rogosic dan Baranovic, 2016;Rudi dan Haikal, 2014). Kedua, sekolah swasta sebenarnya mempunyai social capital yang berserakan yang ada di masyarakat.…”