Cultural Capital, Ambition and the Explanation of Inequalities in Learning Outcomes: A Comparative Analysis

Abstract

This article is devoted to the explanation of the influence of social origins on student achievement. Using the data of the Project for International Student Assessment on 25 nations, I show that cultural capital provides a relevant, but far from exhaustive, account of schooling inequalities; furthermore, the explanatory power of Bourdieu’s theory seems impressively similar across countries. I also try to argue that, in order to elaborate a more satisfactory explanation, we need to take into account at least two more factors: occupational aspirations and economic resources. Finally, I discuss whether the above mentioned factors can be integrated into a coherent theoretical framework to achieve a better understanding of educational inequalities.