Cultural Reproduction Theory Research Articles

INTEGRATION OF PESANTREN AND MOSQUE FUNCTION IN TEACHING ISLAM IN SOUTH SULAWESI AND THEIR SIGNIFICANCE TOWARDS CONSISTENCY OF RELIGIOUS MODERATION

This article discusses the teaching of Islam through the integration of pesantren and mosques functions, focusing on South Sulawesi. This study is directed to see the significance of teaching in pesantren and mosques in producing and supporting consistency of religious moderation in Indonesia. This study uses a descriptive-analytical method, by applying the theory of cultural reproduction of Pierre Bourdieu, which includes arena and habitus as the main components, of which there is capital. From this, this study concludes that Islamic teaching in pesantren and mosques carried out by ulema has a strong significance in carrying out consistency of religious moderation in South Sulawesi, even in the Indonesian context. The social capital of the ulema in pesantren and mosques builds a social structure that places the ulema as local leaders (agents) in forming a moderate religious model. The significance of teaching Islam further becomes a great opportunity in maintaining and developing religious moderation in Indonesia which is carried out together with the government. The collaboration between the government and the ulema indicates the need for agreement in understanding the urgency of religious moderation in Indonesia. In the agreement, the government as the provider of facilities and infrastructure supports the Islamic teaching movement by the ulema. This is as happened in the process of teaching Islam at the beginning of Islamization in Indonesia, including in South Sulawesi.

Applying an Intersectional Framework to the Study of Opportunity to Learn Science, Sense of Belonging, and Academic Climate in U.S. Schools: A Mediation Model

This study extends research on cultural reproduction theory and employs a critical quantitative lens to examine how schools contribute to differential science outcomes based on intersectional student backgrounds. Using nationally representative PISA 2015 data, structural equation modeling is utilized with intersectional student background groups to examine how U.S. students' educational experiences in schools – opportunity to learn, sense of belonging, and perceptions of academic climate – mediate the relationship between student background and scientific literacy. The direct and indirect findings from this study provide important insight about school mediators that can help account for the gap in science outcomes in the U.S. and inform more equitable policies and practices.

Social and cultural mobility: rising to the middle class and cultural practices in contemporary Finland

Abstract How does social mobility influence cultural taste and participation? Cultural reproduction theory predicts little change, while cultural mobility theory suggests more substantial makeover. This article explores the influence of upward educational and occupational mobility in reading literature, participation in highbrow activities, television watching, and music and food tastes, focusing on mobility from the secondary-level education and the working class to the higher education and the middle class. By analysing survey data (N = 2,813) collected in Finland in 2007 and 2018 with ordinary least squares regression, we show that educational mobility and occupational mobility are mostly differently related to tastes and participation. Both educationally and occupationally upwardly mobile people tend to participate more in highbrow activities, watch less television and dislike meat-heavy food, as is more typical to their social destination than to their social origins. Conversely, the educationally upwardly mobile, again more typical to their destination, tend to read more books, like light-ethnic food and classical music, and dislike popular folk, but occupational mobility is not associated with reading or liking light-ethnic food, and the occupationally mobile retain their original tastes in classical and popular folk music when education is controlled for. We discuss the implications of our results.

The influence of migrant children's identification with the college matriculation policy on their educational expectations.

Based on the theoretical framework of cultural reproduction theory and ecosystem theory, this paper explores the impact of migrant children's identification with the college entrance examination policy on their educational expectations and the associated underlying mechanisms from the micro, meso, and macro levels. In total, 1,770 questionnaires were collected from students, and 436 people were interviewed, including students, their teachers, and their parents. They are all from China. Through multidimensional analysis, the results indicated that both individual academic achievement and family social capital have positive impacts on migrant children's educational expectations and that social class segregation in school and perceived social discrimination have negative impacts on their educational expectations. Migrant children's identification with the policy has a significant positive impact on these children's educational expectations. Their identification with the policy enhances the positive impact of individual academic achievement and family social capital on their educational expectations and partially weakens the negative impact of social class segregation in school and perceived social discrimination on their educational expectations. The analysis suggests that college matriculation policy for migrant children drives a compensation mechanism that involves the “principle of justice”, a cultural mechanism that involves “promoting learning through examinations”, and an institutional mechanism involving “urban-rural integration” to increase educational expectations. This study enriches and develops the expectation theory of migrant children and provides a policy reference for local governments to improve their policies for college entrance examinations for migrant children and to promote household registration system reform.

EDUCATION FOR PEACE: LATIN AMERICAN CONTEXT

This article presents the results of a pedagogical research, which objective was to find out through a documentary-bibliographic study how education for peace in Latin American research space is currently conceptualized. The authors found that there exist two main lines in the approach to peace education: realist-pragmatic-positivist and idealist-critical. The representatives of the first line (Vera-Poseck, Carbelo-Baquero, Vecina-Jiménez, 2006; Landazábal-Cuervo, Cardona, Ruiz-Manzanares, 2009; Cajigal-Molina, 2017; Caldera-Montes, Aceves, Reynoso-González, 2016, among others) choose to promote the peace culture through different academic and cultural events (courses, workshops, forums, conferences, colloquiums, seminars, festivals, exhibitions, cultural weeks, talks, etc.), which purpose is basically to explain to the population the negative effects of conflict, violence and the benefits of “living in peace and harmony”. They conceptualize peace education from the positivist position, pragmatic pedagogy, educational technology, resilience pedagogy, among others.
 Educational researchers who are supporters of the second line (Freire, 2012, Jares, 2001, Pérez-Viramontes, 2018, Quiroga-Trigo, 2012, Savater, 1997, among others) operate from the categories of dialectical philosophy and neo-Marxism, the historical-cultural approach, the critical theory, the radical or critical pedagogy and theories of cultural reproduction, the resistance pedagogy, the pedagogy of the oppressed, the border pedagogy, the complex thinking and pedagogy in complexities, the intercultural pedagogy and cultural relativism. They seek for man to build his own systems of ideas, knowledge, theories, to be a subject from his real perspective, a concrete and contextualized ecosocial minimum (microsystem) related to the whole through intercultural communication and logical pluralism. They consider that the conflict is natural, it is not negative in itself and it has an enormous possibility for development; that violence is not an evil phenomenon but an element of the human condition that needs to be reasonably attenuated by the use of no less natural impulses of cooperation, harmony and peaceful order; that insubordination is a sign of vitality and intelligence, which should be channeled towards social creativity and not towards violence.

BEYOND THE PUBLIC HEALTH NARRATIVE: ABSTINENCE-ONLY EDUCATION IN THE UNITED STATES

This research studies the intention and endeavour of Christian-based organizations, namely the Family Research Council and Family Policy Alliance in disseminating the notion of sexuality in American society. This research utilizes a narrative analysis strategy and employs the following steps: 1) close reading the collected documents; 2) categorizing the recurring patterns of narratives using sociological perspective and cultural reproduction theory; 3) drawing a conclusion on the intention and efforts of Family Research Council and Family Policy Alliance in spreading the knowledge of sexuality. Using the narratives of aspirations and tensions which surrounds sexuality, this study shows that Family Research Council and Family Policy Alliance uphold Christian values as the organization's foundation and attempt to secure those principles in the ‘sex-saturated society.’ To accomplish the mission, Family Research Council and Family Policy Alliance promote abstinence-only education and oppose comprehensive sex education, arguing that comprehensive sex education holds liberal values that threaten the sanctity of the heterosexual relationship. This research demonstrates that Family Research Council and Family Policy Alliance, as Christian-based organizations, strive to preserve the conservative values that have been passed down from generation to generation.

Beyond Algorithmic Bias: A Socio-Computational Interrogation of the Google Search by Image Algorithm

We perform a socio-computational interrogation of the google search by image algorithm, a main component of the google search engine. We audit the algorithm by presenting it with more than 40 thousands faces of all ages and more than four races and collecting and analyzing the assigned labels with the appropriate statistical tools. We find that the algorithm reproduces white male patriarchal structures, often simplifying, stereotyping and discriminating females and non-white individuals, while providing more positive descriptions of white men. By drawing from Bourdieu’s theory of cultural reproduction, we link these results to the attitudes of the algorithm’s designers, owners, and the dataset the algorithm was trained on. We further underpin the problematic nature of the algorithm by using the ethnographic practice of studying-up: We show how the algorithm places individuals at the top of the tech industry within the socio-cultural reality that they shaped, many times creating biased representations of them. We claim that the use of social-theoretic frameworks such as the above are able to contribute to improved algorithmic accountability, algorithmic impact assessment and provide additional and more critical depth in algorithmic bias and auditing studies. Based on the analysis, we discuss the scientific and design implications and provide suggestions for alternative ways to design just socio-algorithmic systems.

Parental social class and GCSE attainment: Re-reading the role of ‘cultural capital’

This paper examines the roles of parental social class and cultural capital in inequalities in English school qualifications. The analytical focus is the General Certificate of Secondary Education (GCSE). Integral to Bourdieu’s theory of cultural reproduction is the conception that inequalities in cultural capital explain the unequal scholastic achievements of pupils from different social class backgrounds. This paper is a novel investigation using data from Understanding Society and linked administrative education records from the National Pupil Database. The central empirical findings do not support the Bourdiuesian position, and there is no evidence that the substantial parental social class inequalities that are observed in school GCSE outcomes can be explained by inequalities in cultural capital. Engagement in reading related activities are mildly influential, but engagement in highbrow cultural activities are not influential. This is an important finding as the concept of cultural capital has become more prominent in Government education policy.

HABITUASI REMAJA PECANDU NARKOBA PADA YAYASAN REHABILITASI DHIRA SUMAN TRITOHA

Social deviations against adolescents are increasingly prevalent because of their curiosity to find identity so that for those who have the wrong association, it will have an impact on social deviations and become drug addicts. While drugs are increasing, there are not many people around to suggest addicts to rehabilitation. This study aims to identify and describe the habituation process of adolescent drug addicts at the stage of Mental, Narcotics, and Geriatrics rehabilitation at the Dhira Suman Tritoha Foundation. This study uses descriptive qualitative research methods, observation, interviews, and documentation techniques. The results of the research in this matter were analyzed using Pierre Bordieu’s theory of Cultural Reproduction, showing that the Dhira Suman Tritoha rehabilitation foundation played a role in shaping the character of adolescent drug addicts through four aspects, namely (1) habitus: adaption of adolescent former drug addicts, (2) capital: there are four, namely economic capital (rehabilitation costs borne by parents of drug-addicted adolescent patients, social capital (establishment of the closeness of a relationship with one another in rehabilitation foundation), cultural capital (habituation in behavior is formed well), symbolic capital (providing self-control to adolescent addicted patients). (3) Arena: a form of struggle for drug addicts to recover, (4) Symbolic Violence: formation of the character of former drug addicts through control. Adolescent drug addicts during rehabilitation form good character and understanding of social norms.

The embeddedness of visionary agency within the economic-cultural-capital formation: A case of Sino-Malaysian high school graduates

Drawing upon Bourdieu's cultural reproduction theory, this study sets out to examine the influence of agency on the practice of cultural capital. The technique of hierarchical linear modeling (HLM) was applied to analyze this influence on 960 graduates randomly sampled from 12 Chinese independent high schools in Malaysia. The results show that mothers’ qualifications and fathers’ occupations consistently contribute to students’ academic achievements. As these two variables are associated with the practice of cultural capital and the constitution of economic capital, respectively, the realization of cultural capital is geared by family socioeconomic status (SES) variables. These relations suggest that visionary agency performed by high SES parents is embedded within the economic-cultural-capital formation.

An intersectional examination of the opportunity gap in science: A critical quantitative approach to latent class analysis

This study employs a critical quantitative lens to model intersectionality in quantitative analysis and examine how inequities are perpetuated in U.S. schools. Using the U.S. sample from nationally representative PISA 2015 data, Latent Class Analysis was used to identify intersectional student background groups based on indicators of race/ethnicity, social class, immigration background, language spoken at home, and measures of cultural capital associated with cultural reproduction theory. A regression auxiliary model combined with latent class regression was then used to determine if intersectional group membership moderated the relationship between a covariate, gender, and two distal outcomes: sense of belonging to school and opportunity to learn (OTL) inquiry-based science. Differences between intersectional background groups on the two distal outcomes were also examined. The findings from this study reinforced the use of LCA as a promising method for incorporating intersectionality frameworks in quantitative research designs. Six distinct intersectional background classes were identified and findings revealed evidence of a wealth gap between classes of similar affluency based on parent occupational status and education. In addition to this evidence of systemic inequality, significant gender disparities within classes were found for OTL and sense of belonging.

Mediation effects in the relationship between cultural capital and academic outcomes

Following recent literature, this study focused on the mediating mechanisms through which cultural capital leads to students' higher grades and academic ability. Structural modeling was applied to 2018 CZ_PISA (Programme for International Student Assessment) data and the results showed that students' family highbrow cultural resources and reading interest have indirect positive effects on their reading ability and school grades via non-cognitive skills (i.e., students' aspirations and self-concept in reading). The results also implied that only a negligible part of the relationship between students' cultural capital and school grades is mediated by teacher-student relationships, which partly questions the core idea of Bourdieu's cultural reproduction theory. Still, the study suggests that there could be a significant relationship between student's beaux-arts consumption and their reading skills, however, this association could be rather indirect and mediated by student's educational aspirations and self-concept in reading. Finally, the results did not reveal any substantial differences in the mediating mechanism for male and female or low-status and high-status students.

An integral model of cultural reproduction: The case of China

Existing quantitative studies use various measurements and methods to examine Bourdieu’s theory of cultural reproduction in the field of education. Yet, most studies either misunderstand the concepts involved or only test part of the theory. This article addresses these gaps by using the ‘structure-disposition-practice’ (SDP) framework to develop an integral model of cultural reproduction and it constructs a more precise measurement of habitus. It aims to provide an in-depth empirical understanding of the interrelationships between social position, parents’ and students’ dispositions, practices and field. Using the Chinese Educational Panel Survey (CEPS) the authors apply a structural equation model (SEM) to test their theoretical framework. They compare the cultural reproduction processes for cognitive development and academic achievements of eighth-grade students. The results suggest parents’ and students’ habitus plays a more crucial role than family’s social position in the cultural reproduction process. The study also finds that families’ social position is more important in reproducing students’ cognitive development than in academic achievements in China. The findings provide a quantitative understanding of the cultural reproduction process with relational thinking.

Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: a quantitative Bourdieusian analysis.

Drawing on Bourdieu’s theory of social and cultural reproduction, this article utilizes the conceptual tools of habitus and cultural capital to examine intergenerational inequalities in attitudes towards mathematics and mathematics learning in three secondary schools in England. Data from 1079 students aged 14–16 included mathematics achievement, survey measures of attitudes towards mathematics, perceived parental attitudes towards mathematics, newly developed scales for cultural capital and habitus, and social class. There was a very strong relationship between student’s attitudes towards mathematics and students’ perceptions of their parents’ attitudes towards mathematics. Middle-class students reported more positive attitudes towards mathematics, more positive perceived parental attitudes towards mathematics, and had higher mathematics achievement than working-class students. Cultural capital had a significant positive effect on students’ attitudes towards mathematics but a minor effect on their achievement in mathematics. However, cultural capital’s effect on students’ attitudes and achievement in mathematics faded when habitus was included in the model. We suggest that habitus may play a more central role than cultural capital in the reproduction of mathematics inequalities. School quality had a modest but significant impact on mathematics outcomes in this study, so we argue that challenges to mathematics inequalities will require changes both within and outside of mathematics classrooms.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10649-021-10078-5.

Pesantren and the preservation of traditional religious authority in the digital age

Kiai is the Javanese term of ulama in the traditional Muslim community. It generally refers to a person who has a deep understanding of Islam and leads the institution of traditional Islamic education called pondok pesantren or Islamic boarding school. Indeed, the strength of a Kiai is based on his leadership at the pesantren that has functioned as a space for cultural-social reproduction. While the attention of many researchers focused on the shifting of Islamic authority in the digital age, not much of them paid special attention to the survival of Kiai’s authority. This study aims to examine the role of pesantren in preserving the authority of the Kiai in the digital age. This study employed qualitative method and utilized the cultural reproduction theory of Pierre Bourdieu. This study found that Kiai’s authority continues to survive because pesantren functioned as a space for transmitting cultural values, including the recognition of Kiai’s high position. As a social and cultural reproduction space, pesantren becomes a field that forms habitus through the transmission of its cultural values which is naturally formed in the daily practices of the santri.

The struggle of Tengger Tribal youths using higher education to get social and cultural status in society

The enrollment rate for the higher education of the Tengger tribe is low. However, there is a group of Tengger youths who have the determination to achieve a Bachelor’s degree despite the limitations that they encounter. This study aimed to describe the meaning of education among the Tengger tribe and the efforts of the Tengger youths to continue their studies in college. This study was conducted in Ngadiwono Village Pasuruan Regency in the East Java Province and using a qualitative method. The data is analyzed by social and cultural reproduction theory by Pierre Bourdieu. The data was obtained from bachelor students and people from the older community group in order to find out the meaning of education based on their understanding. The data was collected using interviews, observations and documentation methods. The results of this study show that the success of the youths in becoming undergraduates was due to their effort and hard work. They were supported by their families who had a better understanding of the meaning of education. They have a social modal that they got from elementary education. They develop their social capital to get better education and occupations in the future.

Cultural Reproduction Theory and Schooling: The Relationship between Student Capital and Opportunity to Learn

The purpose of this study is to extend the literature on cultural reproduction theory and schools by problematizing the relationship between student background and student achievement. Using Program for International Student Assessment 2012 data, we analyze a series of random effects analyses of covariance to test the relationship between student social and cultural capital variables and student opportunity to learn (OTL) in math class for US 15-year-olds. By examining the relationship between student capital and OTL, we call attention to the role of schools in providing differential learning experiences to students, which helps to explain disparate achievement outcomes. Findings support the cultural reproduction perspective by demonstrating that students who have more access to normative education-based resources outside of school and academically aligned social networks tend to report more opportunities for problem solving and student-oriented instruction during math lessons. These results can help practitioners and policymakers identify and address patterns of stratification and inequity in schools.

Arabic Culture As A Defensive Strategy: Tunisian Education As An Example

Since independence, the educational system in the Arab world in general, and Tunisia in particular, has continued to alienate itself from the mainstream society. Deeply rooted in a colonial past, education has failed to effect social, economic, and political change. this paper focuses on the status of education, and by extension Arabic language, in Post-independent Tunisia. Using Pierre Bourdieu’s theory of Cultural Reproduction, and Antonio Gramsci’s theory of Cultural Hegemony. The method used is descriptive; to describe the research topic problems qualitatively to draw conclusions objectively according to primary data. The historical method is analyzing past events, interpreting them, and presenting the results to highlight their present and future effects.The finding sets out to argue that educational institutions are sites of power play.

Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach

It has been claimed that there is a lack of theory-driven constructs and a lack of cross-country comparability in International Large-Scale Assessment (ILSA)’s socio-economic background scales. To address these issues, a new socio-economic background scale was created based on Pierre Bourdieu’s cultural reproduction theory, which distinguishes economic, cultural and social capital. Secondly, measurement invariance of this construct was tested across countries participating in the Programme for International Student Assessment (PISA). After dividing the countries which participated in PISA 2015 into three groups, i.e., Latin American, European, and Asian, a Multi-Group Confirmatory Factor Analysis was carried out in order to examine the measurement invariance of this new socio-economic scale.
 The results of this study revealed that this questionnaire, which measures the socio-economic background, was not found to be utterly invariant in the analysis involving all countries. However, when analysing more homogenous groups, measurement invariance was verified at the metric level, except for the group of Latin American countries. Further, implications for policymakers and recommendations for future studies are discussed.

The ability trap: reductionist theorising about academic ability and the ramifications for education policy and school-based practice

ABSTRACT The paper argues that there is a reductive logic inherent in conceptualisations of academic ability in some Western education research as currently configured. Effective interrogation of this concept necessitates consideration across relevant fields of research, as outlined in three areas of critique: that research on educational stratification can adopt a contradictory stance with respect to conceptualising academic ability and defer to innate cognitive ability in pupil test data while denouncing this elsewhere; that cultural reproduction theory is itself a powerful social construction with ramifications for the possibility of equal learning opportunities for all; and that a narrow focus on educational stratification reifies instrumental outcomes, devaluing some of the broader purposes of education. It is argued that these reductive tendencies have ramifications for education policy and school-based practices. A lack of focus on, and clarity about, the concept of academic ability warrants more holistic conceptualising, which draws on methodological pluralism.