Embodied cultural capital is the development and framework that dictates and significantly affects a person’s will to make choices depending on their general observations, value, mock, and beliefs. Pierre Bourdieu first introduced the idea in 1984. It was used to explain the academic success of students in association with factors such as socioeconomic background and adult college learning that gave some students educational benefits over others.
Research conducted to determine the influence of students’ socioeconomic backgrounds and embodied cultural capital reveal varied results. The results suggest that students from high socioeconomic backgrounds display higher returns to embodied cultural capital compared to those from low socioeconomic backgrounds. These students from better socioeconomic backgrounds enjoy access to better upbringing and access to quality education at a very tender age ( Newprairiepress.org, 2020) . This way, they display high returns to embodied cultural capital that can match that of the rapidly developing world. The same can, however, not be said of students from low socioeconomic backgrounds because most of them cannot afford some of the best necessities, such as quality education to make them academically competitive. The education system should be improved and made affordable so that all students enjoy equal academic advantages irrespective of their socioeconomic backgrounds but individual abilities.
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Adult college students who enroll to college education late in life mostly beyond age 25 face numerous challenges compared to other students who study continuously without disrupting their learning and end up finishing school early. These late scholars experience many responsibilities, including work, household duties, and parenting ( Stockfelt, 2016) . Such situations make it overwhelming for them to balance their duties and school work hence affecting their performance. The education system should consider such people by developing a suitable framework that ensures equal grading of both groups to enable a competitive environment with regards to embodied cultural capital.
References
Newprairiepress.org. (2020). Retrieved 27 October 2020, from https://newprairiepress.org/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1162&context=aerc .
Stockfelt, S. (2016). Economic, social and embodied cultural capitals as shapers and predictors of boys' educational aspirations. The Journal of Educational Research , 109 (4), 351-359.
