Cultural Participation, Personality and Educational Inequalities

Abstract

Various studies have examined the relevance of either cultural capital or personality traits for academic achievement. Integrating these two fields of research, this study compares cultural participation in ‘highbrow activities’ and personality and their possible impact on the intergenerational transmission of educational inequalities in primary school. It also examines whether cultural participation in ‘highbrow activities’ and personality substitute for a non-academic background. The differences and similarities of the sociological concept of habitus and the psychological concept of personality are discussed on a conceptual level. Data are drawn from the German Socio-Economic Panel Study (SOEP) and the Families in Germany Study (FiD). Results show that the effect of parental education on school grades is partially mediated by three personality facets – Focus, Intellect, and Curiosity – as well as the cultural activity of playing music. Furthermore, the effect of parental education on school grades is multiple-mediated via playing music and Focus, as well as Curiosity to a small extent. Results of a multiple group analysis between children from academic and non-academic households show that participation in cultural activities and personality does not substitute for parental education.