Social capital has been used as a way to illuminate the
relationship between the micro level of educational experience and
the macro level of social forces and structures. A common starting
point for both Bourdieu and Coleman was the rejection of the idea
that educational attainment and achievement is a product solely of
individual's natural talents. Aspects of the explanations Bourdieu
and Coleman offer are similar, despite different theoretical
frameworks. Subsequent theorists have refined the concept of social
capital and applied it in different ways. Although a large volume
of these studies replicate previous work (particularly Coleman's),
others ,eg Stanton-Salazar and Dornbusch (1995), extend and
question it. Social capital has become an important concept in
educational policy, with substantial work by the OECD and others
investigating the relationship of human and social capital.
Economic capital: command over economic resources (cash,
assets).
Social capital: resources based on group membership, relationships,
networks of influence and support. Bourdieu defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition."
Cultural capital: forms of knowledge; skill; education; any
advantages a person has which give them a higher status in society,
including high expectations.Parents provide children with cultural
capital, the attitudes and knowledge that makes the educational
system a comfortable familiar place in which they can succeed
easily.
http://en.wikipedia.org/wiki/Cultural_capital
www.education.monash.edu.au/centres/mcrie/docs/education-and-social-capital041012.rtf
