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- Börjesson, Mikael, 1969-, et al.
(författare)
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Cultural capital in the elite subfield of Swedish higher education
- 2016
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Ingår i: Poetics (Amsterdam. Print). - : Elsevier BV. - 0304-422X .- 1872-7514. ; 56, s. 15-34
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Tidskriftsartikel (refereegranskat)abstract
- The idea of a strong tie between culture and education, advocated by Bourdieu and his colleagues from the 1960s, is in this article explored in detail by investigating cultural capital in both its embodied state, expressed in tastes and cultural practices among students in the elite subfield of Swedish higher education, and its institutionalised state, through an analysis of the same students’ enrolment patterns. By applying Specific MCA to a questionnaire answered by 1152 students at 20 socially and scholarly selective programmes we identify three main dimensions in the space of lifestyles. The first dimension separates advanced and legitimate cultural practices and tastes from mainstream ones. In a second dimension, elaborate and often costly body-oriented practices in training or clothing are distinguished from a more ascetic lifestyle. The third dimension opposes a pole of establishment from a pole of non-establishment. The study programmes are well dispersed in the space of lifestyles, which suggests a close relation between embodied and institutionalised states of cultural capital. We finally argue that the pursuit of field-specific capital best explains this dispersion: the future trajectories into specific regions of the field of power tend to correspond to distinct lifestyles of various categories of elite students.
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- Börjesson, Mikael, Professor, 1969-, et al.
(författare)
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"In Our School We Have Students of All Sorts" : Mapping the Space of Elite Education in a Seemingly Egalitarian System
- 2020
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Ingår i: Researching Elites and Power. - Cham : Springer. - 9783030451745 - 9783030451752 - 9783030451776 ; , s. 179-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elite education in Sweden is less easily discernible than in most countries because of the administrative homogeneity of the system and its proclaimed egalitarian goals. There exist almost no clear-cut elite schools. Therefore, social and meritocratic divisions are found within rather than between schools and universities, and even within study programs. Hence, a sociological analysis of the educational spaces in a country such as Sweden, and the elite trajectories within those spaces, cannot be based on administrative delimitations between institutions but calls instead for fine-grained research on the distributions of assets possessed by pupils, students, and teachers and so on. These assets are material and symbolic resources inherited from the paternal home as well as acquired during the life course, including everything from grades to lifestyles. This contribution presents a research approach with the aim to overcome the obstacles presented by an educational system where elite tracks are more or less hidden and to construe elite education as a research object.
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- Forsberg, Håkan, 1981-, et al.
(författare)
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Education as Field and Market : The Case of Upper Secondary School in Stockholm, 2006–2008
- 2019
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Ingår i: Empirical Investigations of Social Space. - Cham : Springer Publishing Company. - 9783030153861 - 9783030153878 ; , s. 245-266
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Bokkapitel (refereegranskat)abstract
- In the last three decades, Swedish education has undergone profound transformations, including a gradually increasing degree of privatization and marketization. These transformations offer an opportunity to analyse the relation between social space, education as social field and an emerging educational market. A correspondence analysis (CA) of all pupils attending all upper secondary educations in the Stockholm area in 2006–2008, with Euclidean classification as an additional analytic instrument, reveals that the social structure of the field of upper secondary education remains largely the same in spite of the market-oriented reforms. The embodied form of the unequally distributed social and cultural assets of which this structure is an expression, habitus, is particularly important for explaining both the distance and the responsiveness to marketization which characterize and separate elite schools, from medium and lower-ranked schools. It is concluded that the “market” should be understood as embedded in a social field of education that, in turn, reflects the polarities of the larger social space.
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