Research Article
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The Cultural Capital Levels of Turkish Academics

Year 2022, Volume: 12 Issue: 1, 234 - 243, 30.04.2022

Engin Karadağ

https://doi.org/10.5961/higheredusci.1042305

Abstract

The aim of this study is to investigate the cultural capital of academics in Turkey acquired from their families. The study employed a survey
design, and the data of the study were obtained from 14,215 academics. Regarding the educational level of the parents of the academics,
the results revealed that more than half of their mothers and one-third of their fathers had a primary school degree or lower level of
education. One-third of them grew up in families with four or more children, and they spent their early childhood periods in a village or
a small town. Moreover, only one out of every four academics received pre-school education. The cultural capital of academics received
from their families is relatively low, and the cultural capital of female academics is significantly higher than their male counterparts. The
academics with the highest cultural capital are in the fields of law, architecture, planning, and design, while the lowest ones are in the fields
of theology, agriculture, forestry, and aquaculture. Based on these results, it is recommended to evaluate the effect of cultural capital on
academic performance in future studies.

Keywords

Academics Human capital Cultural capital

References

  • Archer, L. (2010). “We raised it with the head”: The educational practices of minority ethnic, middle-class families. British Journal of Sociology of Education, 31(4), 449–469. https://doi. org/10.1080/01425692.2010.484921
  • Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948. https://doi.org/10.1002/tea.21227
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617– 639. https://doi.org/10.1002/sce.20399
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290
  • Archer, L., Dewitt, J., & Willis, B. (2014). Adolescent boys’ science aspirations: Masculinity, capital, and power. Journal of Research in Science Teaching, 51(1), 1–30. https://doi. org/10.1002/tea.21122
  • Bourdieu, P. (1977). Outline of a theory of practice (translated by Richards Nice). Cambridge University Press.
  • Bourdieu, P. (1986). Habitus, code et codification. Actes de La Recherche En Sciences Sociales, 61(1), 40–44.
  • Bourdieu, P. (2015). Ayrım: Beğeni yargısının toplumsal eleştirisi. Heretik.
  • Bourdieu, P., & Nice, R. (2012). Distinction: A social critique of the judgement of taste. In Food and Culture: A reader (pp. 31–39). https://doi.org/10.4324/9780203079751-11
  • Bourdieu, P., & Passeron, J.-C. (1979). The Inheritors: French students and yheir relation to culture. University of Chicago Press.
  • Bourdieu, P., & Passeron, J. C. (1996). Reproduction in education, society and cultur. Sage.
  • Davies, S., & Rizk, J. (2018). The three generations of cultural capital research: A narrative review. Review of Educational Research, 88(3), 331–365. https://doi.org/10.3102/0034654317748423
  • Gaddis, S. M. (2013). The influence of habitus in the relationship between cultural capital and academic achievement. Social Science Research, 42(1), 1–13.
  • Garibaldi, P. (2006). Personnel economics in imperfect labour markets. Oxford University Press.
  • Holt, D. B. (1997). Distinction in America? Recovering Bourdieu’s theory of tastes from its critics. Poetics, 25(2–3), 93–120. https://doi.org/10.1016/S0304-422X(97)00010-7
  • Huang, S. (Sam), Yu, Z., Shao, Y., Yu, M., & Li, Z. (2020). Relative effects of human capital, social capital and psychological capital on hotel employees’ job performance. International Journal of Contemporary Hospitality Management, 33(2), 490–512. https://doi.org/10.1108/IJCHM-07-2020-0650
  • Jæger, M. M., & Møllegaard, S. (2017). Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Social Science Research, 65, 130–144. https://doi. org/10.1016/J.SSRESEARCH.2017.04.003
  • Kim, N., & Shim, C. (2018). Social capital, knowledge sharing and innovation of small- and medium-sized enterprises in a tourism cluster. International Journal of Contemporary Hospitality Management, 30(6), 2417–2437. https://doi.org/10.1108/ IJCHM-07-2016-0392
  • Robbins, D. (2005). The origins, early development and status of Bourdieu’s concept of “cultural capital.” British Journal of Sociology, 56(1), 13–30. https://doi.org/10.1111/J.1468- 4446.2005.00044.X
  • Roose, H. (2015). Signs of ‘emerging’ cultural capital? Analysing symbolic struggles using class specific analysis. Sociology, 49(3), 556–573. https://doi.org/10.1177/0038038514544492
  • Santos, A. S., Reis Neto, M. T., & Verwaal, E. (2018). Does cultural capital matter for individual job performance? A large-scale survey of the impact of cultural, social and psychological capital on individual performance in Brazil. International Journal of Productivity and Performance Management, 67(8), 1352–1370. https://doi.org/10.1108/IJPPM-05-2017-0110
  • Sullivan, A. (2008). Cultural capital, cultural knowledge and ability. Sociological Research Online, 12(6), 91–104. https://doi. org/10.5153/sro.1596
  • Tan, E. (2014). Human capital theory. Review of Educational Research, 84(3), 411–445. https://doi.org/10.3102/ 0034654314532696
  • Tezcan, A. M. (2019). Türkiye’nin toplumsal dönüşümü ve akademi (Yayımlanmamış doktora tezi). İstanbul Universitesi.
  • Santos, A. S., Reis Neto, M. T. & Verwaal, E. (2018).Does cultural capital matter for individual job performance? A large-scale survey of the impact of cultural, social and psychological capital on individual performance in Brazil, International Journal of Productivity and Performance Management, 67(8) 1352–1370. doi: 10.1108/IJPPM-05-2017-0110.
  • YÖK. (2021). Yükseöğretim bilgi yönetim sistemi. YÖK. https:// istatistik.yok.gov.tr/

Türkiye’deki Akademisyenlerin Kültürel Sermayeleri

Year 2022, Volume: 12 Issue: 1, 234 - 243, 30.04.2022

Engin Karadağ

https://doi.org/10.5961/higheredusci.1042305

Abstract

Bu çalışmanın amacı Türkiye’deki akademisyenlerin ailelerinden edindikleri kültürel sermayelerini araştırmaktır. Tarama deseninde
tasarlanan çalışmanın verileri 14,215 akademisyenden elde edilmiştir. Sonuçlar, akademisyenlerin yarıdan fazlasının annesinin, üçte
birinin ise babasının ilkokul veya altı eğitim seviyesinde olduğunu, üçte birinin dört ve üzeri çocuklu ailelerden gelmekte olduğunu ve
erken çocukluk dönemlerini köy veya kasabada geçirdiğini ortaya koymuştur. Yine her dört akademisyenden sadece biri okul öncesi
eğitim almıştır. Akademisyenlerin ailelerinden edindikleri kültürel sermaye mirasları oldukça düşük olup kadın akademisyenlerin kültürel
sermayeleri erkek meslektaşlarından anlamlı olarak yüksektir. Kültürel sermayesi en yüksek akademisyenler hukuk ve mimarlık, planlama
ve tasarım alanlarından olup en düşük olanlar ise ilahiyat ile ziraat, orman ve su ürünleri alanlarındadır. Bu sonuçlarda hareketle gelecekteki
çalışmalarda, kültürel sermayenin akademik performansa etkisinin değerlendirilmesi önerilmektedir.

Keywords

Akademisyen beşerî sermaye kültürel sermaye

References

  • Archer, L. (2010). “We raised it with the head”: The educational practices of minority ethnic, middle-class families. British Journal of Sociology of Education, 31(4), 449–469. https://doi. org/10.1080/01425692.2010.484921
  • Archer, L., Dawson, E., DeWitt, J., Seakins, A., & Wong, B. (2015). “Science capital”: A conceptual, methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts. Journal of Research in Science Teaching, 52(7), 922–948. https://doi.org/10.1002/tea.21227
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren’s constructions of science through the lens of identity. Science Education, 94(4), 617– 639. https://doi.org/10.1002/sce.20399
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2012). Science aspirations, capital, and family habitus. American Educational Research Journal, 49(5), 881–908. https://doi.org/10.3102/0002831211433290
  • Archer, L., Dewitt, J., & Willis, B. (2014). Adolescent boys’ science aspirations: Masculinity, capital, and power. Journal of Research in Science Teaching, 51(1), 1–30. https://doi. org/10.1002/tea.21122
  • Bourdieu, P. (1977). Outline of a theory of practice (translated by Richards Nice). Cambridge University Press.
  • Bourdieu, P. (1986). Habitus, code et codification. Actes de La Recherche En Sciences Sociales, 61(1), 40–44.
  • Bourdieu, P. (2015). Ayrım: Beğeni yargısının toplumsal eleştirisi. Heretik.
  • Bourdieu, P., & Nice, R. (2012). Distinction: A social critique of the judgement of taste. In Food and Culture: A reader (pp. 31–39). https://doi.org/10.4324/9780203079751-11
  • Bourdieu, P., & Passeron, J.-C. (1979). The Inheritors: French students and yheir relation to culture. University of Chicago Press.
  • Bourdieu, P., & Passeron, J. C. (1996). Reproduction in education, society and cultur. Sage.
  • Davies, S., & Rizk, J. (2018). The three generations of cultural capital research: A narrative review. Review of Educational Research, 88(3), 331–365. https://doi.org/10.3102/0034654317748423
  • Gaddis, S. M. (2013). The influence of habitus in the relationship between cultural capital and academic achievement. Social Science Research, 42(1), 1–13.
  • Garibaldi, P. (2006). Personnel economics in imperfect labour markets. Oxford University Press.
  • Holt, D. B. (1997). Distinction in America? Recovering Bourdieu’s theory of tastes from its critics. Poetics, 25(2–3), 93–120. https://doi.org/10.1016/S0304-422X(97)00010-7
  • Huang, S. (Sam), Yu, Z., Shao, Y., Yu, M., & Li, Z. (2020). Relative effects of human capital, social capital and psychological capital on hotel employees’ job performance. International Journal of Contemporary Hospitality Management, 33(2), 490–512. https://doi.org/10.1108/IJCHM-07-2020-0650
  • Jæger, M. M., & Møllegaard, S. (2017). Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Social Science Research, 65, 130–144. https://doi. org/10.1016/J.SSRESEARCH.2017.04.003
  • Kim, N., & Shim, C. (2018). Social capital, knowledge sharing and innovation of small- and medium-sized enterprises in a tourism cluster. International Journal of Contemporary Hospitality Management, 30(6), 2417–2437. https://doi.org/10.1108/ IJCHM-07-2016-0392
  • Robbins, D. (2005). The origins, early development and status of Bourdieu’s concept of “cultural capital.” British Journal of Sociology, 56(1), 13–30. https://doi.org/10.1111/J.1468- 4446.2005.00044.X
  • Roose, H. (2015). Signs of ‘emerging’ cultural capital? Analysing symbolic struggles using class specific analysis. Sociology, 49(3), 556–573. https://doi.org/10.1177/0038038514544492
  • Santos, A. S., Reis Neto, M. T., & Verwaal, E. (2018). Does cultural capital matter for individual job performance? A large-scale survey of the impact of cultural, social and psychological capital on individual performance in Brazil. International Journal of Productivity and Performance Management, 67(8), 1352–1370. https://doi.org/10.1108/IJPPM-05-2017-0110
  • Sullivan, A. (2008). Cultural capital, cultural knowledge and ability. Sociological Research Online, 12(6), 91–104. https://doi. org/10.5153/sro.1596
  • Tan, E. (2014). Human capital theory. Review of Educational Research, 84(3), 411–445. https://doi.org/10.3102/ 0034654314532696
  • Tezcan, A. M. (2019). Türkiye’nin toplumsal dönüşümü ve akademi (Yayımlanmamış doktora tezi). İstanbul Universitesi.
  • Santos, A. S., Reis Neto, M. T. & Verwaal, E. (2018).Does cultural capital matter for individual job performance? A large-scale survey of the impact of cultural, social and psychological capital on individual performance in Brazil, International Journal of Productivity and Performance Management, 67(8) 1352–1370. doi: 10.1108/IJPPM-05-2017-0110.
  • YÖK. (2021). Yükseöğretim bilgi yönetim sistemi. YÖK. https:// istatistik.yok.gov.tr/
There are 26 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Engin Karadağ 0000-0002-9723-3833

Publication Date April 30, 2022
Published in Issue Year 2022 Volume: 12 Issue: 1

Cite

APA Karadağ, E. (2022). Türkiye’deki Akademisyenlerin Kültürel Sermayeleri. Yükseköğretim Ve Bilim Dergisi, 12(1), 234-243. https://doi.org/10.5961/higheredusci.1042305
AMA Karadağ E. Türkiye’deki Akademisyenlerin Kültürel Sermayeleri. J Higher Edu Sci. April 2022;12(1):234-243. doi:10.5961/higheredusci.1042305
Chicago Karadağ, Engin. “Türkiye’deki Akademisyenlerin Kültürel Sermayeleri”. Yükseköğretim Ve Bilim Dergisi 12, no. 1 (April 2022): 234-43. https://doi.org/10.5961/higheredusci.1042305.
EndNote Karadağ E (April 1, 2022) Türkiye’deki Akademisyenlerin Kültürel Sermayeleri. Yükseköğretim ve Bilim Dergisi 12 1 234–243.
IEEE E. Karadağ, “Türkiye’deki Akademisyenlerin Kültürel Sermayeleri”, J Higher Edu Sci, vol. 12, no. 1, pp. 234–243, 2022, doi: 10.5961/higheredusci.1042305.
ISNAD Karadağ, Engin. “Türkiye’deki Akademisyenlerin Kültürel Sermayeleri”. Yükseköğretim ve Bilim Dergisi 12/1 (April 2022), 234-243. https://doi.org/10.5961/higheredusci.1042305.
JAMA Karadağ E. Türkiye’deki Akademisyenlerin Kültürel Sermayeleri. J Higher Edu Sci. 2022;12:234–243.
MLA Karadağ, Engin. “Türkiye’deki Akademisyenlerin Kültürel Sermayeleri”. Yükseköğretim Ve Bilim Dergisi, vol. 12, no. 1, 2022, pp. 234-43, doi:10.5961/higheredusci.1042305.
Vancouver Karadağ E. Türkiye’deki Akademisyenlerin Kültürel Sermayeleri. J Higher Edu Sci. 2022;12(1):234-43.
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