Bourdieu (1984) argues both cultural and material factors contribute to educational achievement but interrelated not separately. The term capital usually refers to wealth (economic capital). Bourdieu argues that the middle class generally possess all 3 types of capital.

Cultural capital:

Refers to the knowledge, attitudes, values, languages, tastes and abilities of the middle class. He argues that through their socialisation, middle class children acquire the ability to grasp, analyse and express abstract ideas which gives them an advantage in school. This is because the education system is not neutral, but favours and transmits the dominant middle-class culture.

By contrast, working-class children find that school devalues their culture as 'rough' and inferior. Their lack of cultural capital leads to exam failure and gives them the message that education is not meant for them so they respond by truanting, early leaving or just not trying.

Educational and economic capital:
Bourdieu argues that educational, economic and cultural capital can be converted into one another. E.g. middle-class children with cultural capital are better equipped to meet the demands of the school curriculum and gain qualifications. Wealthier parents can convert their economic capital into educational capital by sending their children to private schools.

Leech and Campos' (2003) study shows middle class parents are more likely to be able to afford a house in the catchment area of a school that is highly placed in the exam league tables.

A test of Bourdieu's ideas:
Sullivan (2001) used questionnaires to conduct a survey of 465 pupils in 4 schools. She found those who read complex fiction and watch serious TV documentaries developed a wider vocabulary and greater cultural knowledge, indicating greater cultural capital.

Gewirtz (1995) studied 14 London schools, interviewed teachers and parents and looked at secondary data such as school documents. She found that differences in economic and cultural capital led to class differences in how far parents can exercise choice of secondary school. She identifies 3 main types of parents:

1. Privileged-skilled choosers: mainly professional middle class parents who used their economic and cultural capital to gain educational capital for their children.

2. Disconnected-local choosers: working class parents whose choices were restricted by their lack of economic and cultural capital.

3. Semi-skilled choosers: also mainly working class but were ambitious for their children.

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Cultural capital