"Teaching capital"- a sociological analysis of medical educator portfolios for promotion.

Medical educator portfolios (MEP) are increasingly recognized as a tool for developing and documenting teaching performance in Health Professions Education. However, there is a need to better understand the complex interplay between institutional guidelines and how teachers decode those guidelines and assign value to teaching merits. To gain a deeper understanding of this dynamic, this study employed a sociological analysis to understand how medical educators aspiring to professorships use MEPs to display their teaching merits and how cultural capital is reflected in these artefacts. We collected 36 medical educator portfolios for promotion from a large research-intensive university and conducted a deductive content analysis using institutional guidelines that distinguished between mandatory (accounting for the total body of teaching conducted) and optional content (arguing for pedagogical choices and evidencing the quality, respectively). Our analysis showed that the portfolios primarily included quantifiable data about teaching activities, e.g., numbers of students, topics and classes taught. Notably, they often lacked evidence of quality and scholarship of teaching. Looking at these findings through a Bourdieusian lens revealed that teachers in this social field exchange objectified evidence of hours spent on teaching into teaching capital recognized by their institution. Our findings highlight how institutional guidelines for MEPs construct a pedagogical battlefield, where educators try to decode and exchange the "right" and recognized teaching capital. This indicates that MEPs reflect the norms and practices of the academic field more than individual teaching quality.

Cultural capital, the digital divide, and the health of older adults: a moderated mediation effect test.

BACKGROUND: It is of great practical significance to study the intrinsic relationship between cultural capital, digital divide, cognitive ability, and health of older adults in the dual social context of population aging and the digital era. METHODS: We analyzed data from the 2020 China Family Panel Studies (CFPS) initiated by the China Center for Social Science Surveys at Peking University. Physical health, mental health, and memory health were set as indicators of older adults, and the relationship between cultural capital, digital divide, cognitive ability, and health of older adults was examined by hierarchical regression with moderated mediated effect methods. RESULTS: Improvement in the health of older adults is associated with an increase in the level of cultural capital; cultural capital may bridge the digital divide faced by older adults, which in turn promotes the improvement of the health of older adults; the higher the level of cognitive ability, the stronger the effect of cultural capital on the digital divide, and at the same time, the stronger the mediating effect of the digital divide; cultural capital has a more pronounced effect on the health of older male adults living in the city. CONCLUSIONS: The results of the study show that cultural capital can have a positive impact on the health of older adults, but there is urban-rural heterogeneity and gender heterogeneity, in which the digital divide plays a mediating role, and the enhancement of the cognitive ability of older adults will be conducive to the improvement of their health, so the health of older adults should be promoted by improving the level of their cultural capital and the ability of older adults to use digital technology, thus provide references for the protection of health of older adults.

Capital sharing and socialization in an interprofessional student-led clinic: a Bourdieuan analysis.

BACKGROUND: Interprofessional student-led clinics offer authentic clinical experiences of collaborative patient care. However, theoretical research on the sustainability of these clinics, considering forms of capital beyond the economic, remains limited. This study addresses this gap by employing Bourdieu's theoretical framework to explore how alternative conceptions of capital; both social and cultural might sustain conditions for interprofessional working in a student-led clinic serving patients living with a chronic neurological impairment. METHODS: The teaching and learning focussed clinic was established in 2018 to mirror a clinical service. Semi-structured focus groups with participants involving 20 students from 5 professions and 11 patients gathered in-depth insights into their experiences within the clinic. A thematic analysis was guided by Bourdieu's concepts of field, habitus, and capital. RESULTS: In the complex landscape of the student-led clinic, at the intersection of a patient support group, a hospital-based aged care facility, and university-based healthcare professions, three pivotal mechanisms emerged underpinning its sustainability: Fostering students' disposition to interprofessional care, Capitalizing on collaboration and patient empowerment, and a Culture of mutual exchange of capital. These themes illustrate how students and patients specific dispositions towards interprofessional healthcare enriched their habitus by focusing on shared patient well-being goals. Diverse forms of capital exchanged by students and patients fostered trust, respect, and mutual empowerment, enhancing the clinic experience. CONCLUSION: This study bridges an important gap in theoretically informed explorations of the conditions for sustaining student-led clinics, drawing on Bourdieu's theory. It accentuates the significance of investment of diverse forms of capital in such clinics beyond the economic, whilst emphasizing a primary commitment to advancing interprofessional healthcare expertise. Recognizing patients as equal partners shapes clinic dynamics. In order for student clinics to thrive in a sustainable fashion, educators must shift their focus beyond solely maximizing financial resources. Instead, they should champion investments in a wider range of capital forms. This requires active participation from all stakeholders; faculties, patient partners, service providers, and students. These findings underscore the importance of investing in interprofessional learning by optimizing various forms of capital, and embracing patients as dynamic contributors to the clinic's sustainability.

Social inequality in completion rates in higher education: Heterogeneity in educational fields.

This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first-generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through academic preparedness in upper secondary school, and after controlling for upper secondary school grade point average (GPA), students with parents with higher education degrees in a different field than themselves do not complete their degrees more often than first-generation students. More field-specific advantages of having a parent with a similar education are nonetheless visible in many fields also when we compare students with equal grades. Our analyses of Norwegian register data on the entire student population (N ≈ 400,000) show that the social inequalities are largest in fields that are both soft and pure, like humanities and social science, and that in soft and applied educational fields, like teaching and social work, the social differences are small and insignificant after controlling for GPA from upper secondary school. In fields classified as hard, it is only the students with parents with a similar education who complete their initial degree more often than first-generation students. We suggest that status group formation, field-specific cultural capital and micro-class reproduction may all contribute to explaining these patterns.

Review of the effect cultural capital and subjective socioeconomic status on life satisfaction in Iran: the mediating role of health-promoting lifestyle and the moderating role of ethnicity.

INTRODUCTION: Health-promoting lifestyle can leads to improving the quality of life, life satisfaction, well-being and reducing the burden of health care in the society. This study was carried out to investigate the mediating role of health-promoting lifestyle and moderating role of ethnicity in the effect of cultural capital and subjective socioeconomic status on life satisfaction in Iran. METHODS: This cross-sectional study was conducted with 800 respondents in the cities of Kermanshah with Kurdish ethnicity and Tabriz with Azeri ethnicity. The data gathering tool was a questionnaire in five section including demographic checklist, cultural capital questionnaire (2015),Diener's life satisfaction scale, and health-promoting lifestyle questionnaire (HPLP II), and socioeconomic status scale. Data were analyzed by SPSS and AMOS software. RESULTS: Life satisfaction had the highest correlation with the objective dimension of cultural capital (p < 0.001 r = 0.298). The direct standardized coefficient of the path of cultural capital to health-promoting lifestyle was 0.44 (P < 0.001). Also the direct standardized coefficient of cultural capital on Life satisfaction was 0.04 that was not significant. The standard coefficient of the path of cultural capital on life satisfaction through health-promoting lifestyle was 0.27(P < 0.001). Ethnicity variable did not moderate the effect of cultural capital on life satisfaction (p > 0.05). CONCLUSION: The results of this study showed that paying attention to the concept of health-promoting lifestyle is a necessity to affect life satisfaction. It can play a role as a mediator for the path of cultural capital and socio-economic status on life satisfaction. This study also showed the role of ethnicity as a moderating variable in the relationship between socio-economic status and health-promoting lifestyle.

Distinctions in the making: A theoretical discussion of youth and cultural capital.

The aim of this paper is to address the dynamics of contemporary cultural capital by interrogating what counts for young people as valuable cultural resources. Considerable support is given in later scholarship for Bourdieu's model of the social space, as the overall volume of economic and cultural capital combined is regularly found to be the most important axis of opposition, just as in Bourdieu's work Distinction. Yet, while Bourdieu found the second axis to be structured by an opposition between those with cultural rather than economic capital, and vice versa, many later studies instead find oppositions between the young and the old to structure the second axis. Up till now, this finding has not been adequately addressed. In this paper, we hold that considering age-related inequalities offers a powerful way of interpreting recent developments in order to understand the changing stakes of cultural capital, and also their interaction with the intensification of inequalities in economic capital. After a theoretical clarification of the relationship between cultural capital and youth, we will synthesise research on young people and explore the significance of youthful cultural consumption. We will pragmatically focus on the 15-30 years old and put a particular accent on Norwegian studies in our review, as they are the most sophisticated in this genre. Four areas are explored: the restricted role of classical culture; the appeal of popular culture; digital distinctions, and moral-political positions as markers of distinction.

Cultural capital and perception of teacher-student relationships: Uncovering inequalities at schools in China.

A long tradition in stratification research argues students with higher cultural capital are likely to be treated by their teachers as possessing the "right culture," which positively affects their academic performance. Nevertheless, the literature has paid little attention to the role of students' perception in this process. Using two waves of the China Educational Panel Survey, we investigate how students' cultural capital affects their own understanding of teacher-student interactions, including its gender difference. Fixed effects regressions show a substantially positive effect of cultural capital on the perceived frequency of teachers praising and calling on students to answer questions across subjects. Nonetheless, we also find the lack of cultural capital is not punished and that the cultural capital's effect varies across its specific components and gender. These findings pave the way for elucidating the entire causal chain of intergenerational social inequality via cultural capital, teacher bias, students' perception, and their educational outcomes.

Income inequality, cultural capital, and high school students' academic achievement in OECD countries: A moderated mediation analysis.

This study examines how social context, in this case, income inequality, shapes the role of cultural capital in educational success. First, we revisit the associations between (objectified) cultural capital and academic achievement, and cultural capital's role in mediating the relationship between family SES and academic achievement. More importantly, we explore how national-level income inequality moderates these two relationships. By analyzing a multilevel dataset of 32 OECD countries, a combination of PISA 2018 data and several national indexes, we find that: (1) cultural capital not only has a positive association with students' academic achievement but also acts as a significant mediator of the relationship between family SES and academic achievement in OECD countries; (2) both cultural capital's association with academic achievement and it's mediating role are stronger in more equal countries than in unequal ones. The findings shed new light on understanding how cultural capital shapes intergenerational education inequality across countries with different levels of inequality.

Does artistic activity help kids avoid obesity? Emergent considerations in the ecology of childhood BMI.

Although the positive relationship between arts engagement and mental health is well documented, arts participation may be an emergent factor in the ecology of childhood obesity. Prior research hypothesized several potential health benefits of arts participation including healthy diet and lifestyles, but the available evidence is mainly limited to cross-sectional covariate-adjustment models for the adult population. We employed a newly released panel of the Early Childhood Longitudinal Study kindergarten cohort (ECLS-K: 2011), which is a nationally representative sample of American children who entered kindergarten in 2010-2011 (n = 15,820). We applied both dynamic panel models with Maximum Likelihood estimation as well as difference-in-differences models to address unobserved heterogeneity. Our results showed that childhood arts activity is significantly associated with reduced weight status in elementary schooling. In particular, arts participation in elementary schooling reduced the risk of being overweight on a year-to-year basis; the effect size was between 12% and 23% of a SD of BMI for all children. Arts participation at kindergarten also had a significant relationship with cumulative changes in BMI over the course of elementary schooling, especially for female and White female children (about 22% and 32% of a SD of BMI). There are considerable arts participation gaps between families and regions, and these early artistic experiences appear to affect the risk of being overweight. This suggests the possibility of a larger social reproduction process via an ecological pathway that might be easily overlooked-the accumulation of arts experience and concurrent health inequalities in childhood.

Region of birth differences in healthcare navigation and optimisation: the interplay of racial discrimination and socioeconomic position.

BACKGROUND: While a large body of research has documented socioeconomic and migrant inequities in the effective use of healthcare services, the reasons underlying such inequities are yet to be fully understood. This study assesses the interplay between racial discrimination and socioeconomic position, as conceptualised by Bourdieu, and their contributions to healthcare navigation and optimisation. METHODS: Using a cross-sectional survey in Luxembourg we collected data from individuals with wide-ranging migration and socioeconomic profiles. We fitted sequential multiple linear and logistic regressions to investigate the relationships between healthcare service navigation and optimisation with perceived racial discrimination and socioeconomic position measured by economic, cultural and social capital. We also investigated whether the ownership of these capitals moderates the experience of racial discrimination in healthcare settings. RESULTS: We observed important disparities in healthcare navigation among different migrant communities. These differences were explained by accounting for the experience of racial discrimination. Racial discrimination was also negatively related with the extent of healthcare services optimisation. However, the impact of discrimination on both health service navigation and optimisation was reduced after accounting for social capital. Higher volumes of economic and social capital were associated with better healthcare experience, and with a lower probability of perceived racial discrimination. CONCLUSIONS: Racial discrimination plays a substantial role in accounting for inequality in healthcare service navigation by different migrant groups. This study highlights the need to consider the complex interplay between different forms of economic, cultural and social capital and racial discrimination when examining migrant, and racial/ethnic differences in healthcare. Healthcare inequalities arising from socioeconomic position and racism need to be addressed via multilevel policies and interventions that simultaneously tackle structural, interpersonal, and institutional dimensions of racism.

Overweight and obesity among children in rural areas: The importance of culture.

AIMS: This paper focuses on how social inequality is associated with overweight and obesity in children. There is a lack of research with a focus on an important distinction in social inequality, namely geography. The aim of this study was to reduce this knowledge gap by looking closely at the links between rurality and overweight. METHODS: The findings in this paper are based on in-depth interviews with school nurses and teachers in rural Norway. The focus was on their experiences with and knowledge about overweight and obesity numbers in rural versus urban areas. RESULTS: We used Bourdieu's terminology to address the challenges related to urban-rural differences, and found that cultural factors connected to tradition, identity and courtesy play an important role in the rural overweight and obesity discourse. CONCLUSIONS: Actors and 'experts' working with overweight and obesity and national guidelines need to understand rural contexts and customs and address problems of the countryside on rural, not exclusively urban, premises. Different contexts imply different needs when it comes to reducing the inequalities between rural and urban areas regarding overweight and obesity.

Unequal expectations? Testing decisional mechanisms for secondary effects of social origin.

It is a common research practice to decompose the effect of social origin on an educational expectation into a primary effect, via academic performance, and a secondary effect, computed as the inequality that survives the control of performance. In this paper, I examine how specific decisional mechanisms described in the Cultural Capital and Rational Action theories contribute to explain the inequalities that survive the control of performance in the configuration of educational expectations. Cultural Capital Theory argues that participation in the dominant culture at schools, the endowment of educational resources and the development of skill-generating habits contribute to holding ambitious expectations over and above performance. In Rational Action Theory, students form expectations at each level of performance by gathering information, pondering benefits and costs, and evaluating the risk of academic failure and social demotion, which in turn might account for the secondary effect of social origin. Relying on Spanish data from 2018 PISA, I observe that Cultural Capital and Rational Action mechanisms are compatible in the explanation of the secondary effects of social origin, although two-thirds of that inequality remain unexplained. Nonetheless, I find differences in how those mechanisms perform in vertical (whether to enrol an educational level) and horizontal expectations (what alternative is preferred in that educational level).

Field-specific cultural capital and persistence in college majors.

We investigate the possibility that Bourdieu's concept of cultural capital, ways of being that facilitate assimilation to the dominant culture, is field-specific in its manifestation and intergenerational transmission. We focus on a field of central economic and academic interest: STEM. Data on around 13,000 undergraduates from the large nationally representative High School Longitudinal Study of 2009 indicate that parents' STEM-specific cultural capital positively contributes to youth's selection of and persistence in STEM majors in the form of parents' STEM education. We find that transmission is enacted through youths' field-specific institutionalized cultural capital (e.g., STEM grades and test scores), field-specific embodied cultural capital (e.g., STEM attitudes), and characteristics of their educational institutions (e.g., four-year rather than two-year college). This study contributes to the theory of cultural capital by examining cultural capital through a field-specific lens, and then specifically elucidating how it is expressed and transmitted within that field.

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.

Who you know: The classed structure of social capital.

This article focuses on the social structuring of social capital, understood as resources embedded in social networks. The analysis integrates key theoretical-methodological insights from two distinct approaches concerned with social capital and inequality: the position-generator approach associated with Nan Lin and the spatial approach associated with Pierre Bourdieu. Empirically, we exploit the possibilities of survey data containing detailed information about the social ties of a representative sample of the Norwegian adult population (N = 4007). By means of Multiple Correspondence Analysis (MCA), we construct a space of social ties, a spatial representation of systematic similarities and differences between individuals' social ties to a set of 33 occupational positions. In this space, social capital is structured according to two primary dimensions: (i) the level of social ties, in terms of individuals' number of contacts; and (ii), the quality of social ties, in terms of a division between being connected to others in high-status positions and others in low-status positions. By means of Ascending Hierarchical Cluster analysis, five clusters are identified within the space of social ties: a homogenous working-class cluster, a well-connected working-class cluster, a cluster of high-status ties, a homogenous high-status cluster and a low-volume cluster. Moreover, the analysis clearly indicates that the structure of social capital is connected to respondents' class positions, their volumes of cultural and economic capital and their class origin. The analysis thus draws attention to the role of social capital in processes of social closure, regarding both resource monopolization and class formation.

Role of social, cultural and symbolic capital for youth and community wellbeing in a rural Alaska Native community.

Health promotion programs by and for Indigenous Peoples increasingly use strength-based Indigenous approaches aimed at reinforcing protective factors rooted in their cultures and traditions. These protective factors can counteract the deleterious effects induced by the rapid social changes related to colonization. Western social scientists defined cultural, social and symbolic capital as assets akin to social strengths that can promote health. It is important to understand Indigenous perspectives on these social and cultural capitals, and the ways their interplay can promote wellness. Using the qualitative methods photovoice and digital storytelling, we elicited the perspectives of Athabascan middle and high school students participating in the Frank Attla Youth and Sled Dog Care-Mushing Program in their home community of Huslia in Interior Alaska. Subsequently, we disseminated the stories and preliminary findings in Huslia, and conducted focus groups with adults to triangulate with the youth perspectives. Deductive and inductive thematic content analysis of youth stories and photos revealed the impacts of the program on them and their community. Youth reported gains in cultural, social and symbolic capital and shared what these forms of capital mean in their cultural context. Cultural capital gains were mostly in its embodied form, e.g. in work ethics, perseverance and the value of cultural traditions; social capital gains revolved around relations with peers, adults and Elders, nature and animals, as well as social cohesion and sense of belonging in Huslia; Symbolic capital was reflected through pride and spirituality. The students' stories also illustrated their perspectives on how the program affected their wellbeing, through physical activity, healing relations with dogs, increased self-esteem and visions of a bright future. Adults corroborated youth perspectives and shared their observations of program impacts on discipline, academic and life skills and resilience. These findings could be used to guide development and assessment of culturally-based wellbeing promoting interventions.

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 INFORMATION: The online version contains supplementary material available at 10.1007/s10649-021-10078-5.

Leisure time activities and biomarkers of chronic stress: The mediating roles of alcohol consumption and smoking.

AIMS: Previous research found an association between leisure time activities such as arts and cultural activities and self-reported health over the life course-a measure prone to response bias. This study tested the relationship between arts and cultural activities and allostatic load, a biomarker of chronic stress, and examined risky health behaviors, including alcohol consumption and smoking, as possible mediators. METHODS: The sample consists of 8948 adults from the second wave of the United Kingdom Household Longitudinal Study, which is representative of the British population. The cross-sectional association between arts and cultural activities and allostatic load was tested with negative binomial models, and the mediation roles of alcohol consumption and smoking in the association was tested with the Karlson-Holm-Breen (KHB) decomposition method. RESULTS: Frequent participation in arts, frequent attendance of cultural events, visits to museums or galleries, and visits to historical sites have negative associations with allostatic load. The associations are mediated by lower frequency of alcohol drinking and smoking. CONCLUSIONS: Cultural capital may promote health by reducing the frequency of health risk behaviors such as drinking alcohol and smoking. Future research and public health policies should consider whether cultural capital acts as a social determinant of health to promote healthy leisure activities over the life course.

Migration, cultural capital and acculturation.

Migration is not a recent phenomenon. Human beings have moved around the globe for numerous reasons over past millennia and will continue to do so. Moving to a new culture, especially if there are differences in primary language, diet, dress etc can create difficulties in acculturation. Migrant experience is not homogenous during the process or in settling down post-migration. Individuals migrate alone, with families or in groups and do so for a number of reasons, e.g. educational, economic, socio-political or as a result of natural or manmade disasters. Each individual has their own culture and cultural capital which they carry with them wherever they go. Cultural capital needs to be differentiated from social capital although some common features persist. Cultural capital is shown to have three sources - objective, institutionalized and embodied. Each of these is likely to play a role in acculturation though some sources may be more effective than others. It is important to understand the role cultural capital plays in acculturation and positive settling down. It should be possible to use strengths of cultural capital to reduce post-migration distress. In this paper we present a potential model in understanding the role cultural capital can play in the acculturative processes.

An exploratory study on the sociocultural consequences of food consumption patterns among African American girls.

African American women, in particular, have learned to navigate through a food consumption landscape that purposefully, and often aggressively, limits their choices and stigmatizes their resulting physical appearance, and renders them collectively unattractive and unworthy. While American women are challenged to subscribe to traditional slim body standards, a faction of Americans have differing opinions. African American (AA) women celebrate larger body types and defy weight stigma. When African Americans make food choices, taste and cost are not the only factors influencing those choices; the cultural role of food is also considered. We conducted semi-structured interviews with 12 African American girls to identify some of the consequences of this consumption practice that challenges what we argue is a hegemonic taste regime surrounding body size. This work further elucidates the ways in which the African American community has operationalized the concept of cultural capital around the issues of body image to create what we suggest is a type of emotional well-being. In addition to uncovering marketing channels promoting anti-obesity campaigns that would be more likely to capture their attention, our findings also reveal that AA girls embrace shapely bodies, despite not necessarily having one themselves, and overall possess a more positive body image than their Caucasian peers. Having shapely bodies was deemed more attractive among romantic interests and acceptable overall in the AA community regardless of the associated health risks associated with consuming unhealthy foods.