Cultural Capital

The concept of habitus lies at the heart of Bourdieu's theoretical framework. It is a complex concept that takes many shapes and forms in Bourdieu's own writing, even more so in the wider sociological work of other academics. In the ®rst part of this paper I develop an understanding of habitus, based on Bourdieu's many writings on the concept, that recognizes both its permeability and its ability to capture continuity and change. I also map its relationship to Bourdieu's other concepts, in particular ®eld and cultural capital. In the second part of the paper I examine attempts to operationalize habitus in empirical research in education. I critique the contemporary fashion of overlaying research analyses with Bourdieu's concepts, including habitus, rather than making the concepts work in the context of the data and the research settings. In the ®nal part of the paper I draw on a range of research examples that utilize habitus as a research tool to illustrate how habitus can be made to work in educational research.

Theorizing a sociology of emotion that links micro-level resources to macro-level forces, this article extends previous work on emotional capital in relation to emotional experiences and management. Emerging from Bourdieu's theory of social practice, emotional capital is a form of cultural capital that includes the emotion-specific, trans-situational resources that individuals activate and embody in distinct fields. Contrary to prior conceptualizations, I argue that emotional capital is neither wholly gender-neutral nor exclusively feminine. Men may lay claim to emotional capital as a valued resource within particular fields. The concept of emotional capital should be seen as distinct from emotion management and felt emotional experience and distinctions between primary and secondary sources of capital clarify the simultaneously durable and evolving nature of capital and the habitus. To illustrate these conceptual refinements, I use interview and diary data from male nurses. Men bring primary emotional capital, developed during primary socialization, to the nursing profession while also developing secondary capital through occupational socialization centered on empathy and compassion. The construct of emotional capital is refined as a structured yet dynamic resource developed through primary and secondary socialization and activated and embodied in everyday emotion practice.

The rising fame of multiethnic and multiracial or ‘mixed’ celebrities in Japan, such as tennis player Naomi Osaka, has brought into focus the roles of Japan’s Nationality Law and understandings of nationality and citizenship in shaping identity. According to Article 14 of Japan’s Nationality Law, persons holding multiple nationalities must choose to forfeit all but one before the age of 22. In this article I aim to address how multiethnic and multiracial youths of Japanese descent in Australia are approaching the ambiguities surrounding their citizenship and nationality rights. To do so I will closely examine to what extent the Nationality Law affects their future decisions and identities by drawing upon evidence from in-depth interviews I conducted with mixed Japanese youth who are the child of one Japanese parent and one non-Japanese parent and live in Australia. Using Pierre Bourdieu’s theory of cultural capital, I argue that mixed Japanese youth in Australia perceive citizenship less as an agent of identity and more as an index of socioeconomic opportunity. My findings demonstrate that these individuals actively strive to maintain their dual citizenship and strategically align their cultural capital to realise meaningful cross-cultural careers that communicate between Australia, Japan, and their own mixed identities.

Since the start of the pandemic, schools around the world have closed their doors to children to prevent the spread of the Coronavirus. This meant that many parents were forced to start home schooling their children which requiring significant efforts, knowledge, and the right equipment. Home schooling, or 'Elective Home Education', requires parents to ensure that their child receives efficient full-time education appropriate to his-her age and ability (Department for Education, 2019). Home schooling has become the new 'norm' during the first and third lockdowns in England. This paper reports on relevant policy analysis, empirical research/literature review and findings from semi-structured interviews with parents who home schooled their primary school aged children. Findings indicate that the habitus of familial environment and the social position of field are significant determinants of education outcomes, in which the cultural and material deprivation have played a part. This paper highlights that home schooling has brought inequalities in educational experience into sharp focus and has shown the importance of embodied preferences and cultural goods in the drive to improve outcomes across the country. Had cultural approaches not been so different, the experiences of children from the North and the South, and from richer and poorer families, would not have been so different. Findings also shows how financial privilege does not provide an escape from stress and how parents' well-being, regardless of their economic background, has been affected by home-schooling.

This paper aims at exploring pattern of becoming highly skilled labor migrant from Turkey. It focused on pre-migration biographies in order to develop a typology of backgrounds of the highly educated migrants from Turkey in Germany. For this purpose, 33 semi-structured interviews with ICT-specialists, who migrated from Turkey to work professionally in Germany, were analyzed. The paper treats highly skilled labor migration as a process involving the preparatory role of the family and education system. It highlights importance of geographical mobility, gender difference, socio-economic status of the family, cultural capital of the mother, high school preference, and warm-up exercises, as well as their correlation.

Empirical research on the decision to attend college is predicated largely on the assumption that students make conscious, utility-maximizing decisions about their educational careers. We suggest that for many students this may not be the case; in fact, we find that a large share of students assume from a young age that they will attend college, exhibiting what we call a college-going habitus. Consistent with critical arguments about how social class is reproduced, we find that white, native-born children of college-educated parents are more likely to take college for granted than their less advantaged peers. Students with a college-going habitus are more likely than others to apply to a four-year college by spring of their senior year in high school. However, while social origin accounts for some of the habitus/college application association, both advantaged and disadvantaged students appear to benefit from a college-going habitus.

famously defined cultural capital as the accumulated cultural knowledge that confers power and status. Their original work explained many of the intangible advantages that allowed the upper class to obtain better status jobs, education, etc. Here we extend this concept to include "computational capital"-the concepts, skills, and other resources that facilitate participation in computing activities, education and careers. We posit that hidden sources of computational capital can be found in some cultural practices of disadvantaged groups, and that a suitable learning environment can make this capital available to its owners. In the study presented here, the cultural practice is cornrow hairstyles, and the learning environment is based on Cornrow Curves, a web applet that allows children to use math and computing principles to simulate the patterns of these braids. This paper analyzes the interactions of African-American children with Cornrow Curves, in particular their reflections on the relationship between their heritage identity and the experience of learning math and computing through cultural resources. We use concept of "design agency" to describe the ways in which the students' creative explorations in this computational geometry converge with their cultural construction of the self.

This article addresses strategies for promoting culturally responsive pedagogy through the implementation of a language awareness curriculum that includes a structured reading intervention program using dual language books. The research builds on the premise that resources such as dual language books can give teachers the opportunity to effectively implement strategies in multilingual/multicultural classrooms that build on children's cultural capital and create a stronger learning community. Through a longitudinal study, the researcher followed the trajectory of one teacher inductee to examine how her involvement with this project prepared her to work with and teach in a multilingual/multicultural setting of diverse learners. The article examines the following 2 questions: (a) How are teachers being prepared to work within culturally and linguistically diverse classrooms, and (b) What role can dual language books play in the diverse classroom of a pre-service/first-year teacher?

This article documents the experiences of a group of first-generation Latino college students who enrolled in 4-year institutions immediately after high school graduation. Students form part of a research intervention program that focuses on disrupting social reproduction by increasing college access and persistence for underrepresented youth. In particular, this article explores the long-term effects of a college access/intervention program by examining how a group of first-generation Latino college students navigate the transition from high school to college, maintain a capacity to access academic and social support while in college, and sustain a college-going identity. The experiences of these first-generation Latino college students are situated within social/cultural capital theory, social reproduction theory, and critical theory. Analysis of a longitudinal database focuses on students’ proclivity to mobilize support around academic, financial, personal, and family issues whil...

ABSTRACT Human (HC) and social capital (SC) provide a number of compelling focal points on new business creation (e.g., Reynolds, 1997, Liao & Welsch, 2003; Davidsson & Honig, 2003; Liao & Welsch, 2005; Diochon, et al., 2008). Less attention, however, has been paid to the impact that cultural capital (CC) plays in the nascent entrepreneurial process (Foley, 2008), particularly with respect to the acquisition of funding (e.g., Lounsbury & Glynn, 2001). CC refers to dominant forms of societal knowledge, skills, and level of education that impact social mobility when viewed aggregately; endows individuals differentially with status and power to act; and can be viewed as embodied, objectified, and institutionalized ((Bourdieu (1983, 1986). We extend this line of inquiry via two research questions: 1) how is CC defined within the context of nascent entrepreneurial activity? 2) how does the presence of HC, SC, and CC influence start-up funding acquisition efforts?

I: Introduction-Feminism as Cultural Capital in the Matrilineal Marshall Islands
A. Topic area: Missionization (Christianization) and Colonization have left a
mark on women in the Asia-Pacific Region where in many ways, aspects of liberal
democracy and globalization have greatly devalued roles of women and their associated
contributions to society leading to active and indirect forms of resistances disguised as
conformity. This research proposal provides in depth ethnographic field research through
several case studies on how matrilineal societies and their women, such as those in the
Marshall Islands where group consensus affords indirect exchanges of resistances
(disguised as actual conformity), have adapted to invented traditions in an effort to safely
navigate their free space when existing as themselves in a high risk society.
B. Research question: A gendered lens to globalization requires us to ask
ourselves whether there is any case study in the Asia Pacific Region of matrilineal
societies constructing themselves based on adapting the global context to their cultural
roles and their attempt of resisting gender ascribed roles stemming from invented
traditions and introduced stressors that requires adaptation measures especially when
cultural roles conflict with working roles?
C. Significance to knowledge: Researching former Pacific Trust Territory’s
women’s adaptive capacity to a changing world, particularly in resisting negative aspects
of invented traditions that seek to marginalize them further, informs us of the human
capability and the female surviving capacity in safely navigating the dangers of
globalization to prevent further oppression. A gendered lens to any society in the Asia
Pacific Region (e.g. Marshall Islands) gives an extra layer of analysis in showcasing the
negative aspects of patrilineal values on a matrilineal society, which makes it extremely
difficult in the work place leading to further stratification. This paper, in a nutshell,
highlights how the struggling shifts of gender norms in adapting to a globalized context
alters traditionally inscribed gender roles and invented traditions for circumstances
change and differ. Given the low volume of published research amidst the increasing
traffic of publications with no insider reference of former UN Pacific Trust Territories
administered by the US, it is important to contribute to the growing understanding of a
misunderstood race of people in the Pacific who once were wards of Germany, Japan,
and USA. This paper is basically an extra layer in understanding the various determinants
that stress Pacific women to thrive to survive the anxieties of the new world order of
globalization while at the same time retaining their sense of dignity when pressured by a
cultural group survival mentality.

The concept of sustainable development as defined in ecological terms can be extended to apply to culture by recognising parallels between the concepts of natural and cultural capital. This paper reviews the definitions of both these forms of capital and shows how they contribute to sustainability. Criteria for weak and strong sustainability are considered, on the basis of which a strong sustainability rule for cultural capital is derived. It is speculated that certain cultural indicators may be useful in providing first approximations to variables that would need to be quantified in any eventual empirical application of this model.

This paper analyzes the link between cultivation of taste and tourist satisfaction during vacations. A simple model shows that, when cultural capital accumulation matters, customers are ready to sacrifice some of their current utility in order to get higher returns in future, and therefore, the relation between satisfaction and the demand for cultural goods may be convex. On the contrary, when cultivation of taste comes from learning by consuming behavior, the relation is concave. An analysis based on 1,749 interviews in Aosta Valley in Summer 2008 provides some evidence in favor of the cultural capital accumulation hypothesis.

This paper is based on a small, qualitative research project in Scotland that explored why some film viewers chose not to watch 'art-house' films or attend 'art-house' cinemas (alternatively known as cultural cinema). The aim of this pilot project was to talk to film viewers in areas of deprivation about their film viewing choices and practices with a view to gaining some insights into the ways in which those choices and practices could be seen as related to Bourdieu's concepts of cultural and symbolic capital. There were two reasons for choosing an area of deprivation. Firstly, there were practical implications for local art-house cinemas, which had no clear understanding of this 'absent audience', and at a wider level it will have practical implications for national policy makers. Secondly, there was my own interest in extending previous research I had conducted into the impact of cultural practices and their relationship to social exclusion. Initial findings from the study suggest that there is a link amongst cultural and symbolic capital, and economic and educational deprivation. Whilst there are some obvious findings related to economic constraints, there are less obvious indications that symbolic capital and the related concept of symbolic violence impact upon the choices that interviewees made. Unpacking some of these issues leads to the conclusions that, with more considered marketing, there is a distinct possibility of creating an audience that is no longer as absent whilst recognising that inequalities in access to cultural capital cannot be resolved easily, reinforcing Bourdieu's ideas about the complex relationship amongst different forms of capital.

1 Beyond Access: Cultural Capital and the Roots of the Digital Divide By Viviana Rojas, Debasmita Roychowdhury, Ozlem Okur, Joe Straubhaar, and Yinan Estrada-Ortiz, University of Texas, Austin. Page 2. 2 Beyond Access: Cultural Capital and the Roots of the Digital Divide ...

This study uses Bourdieusian (1977, 1978, 2011) approaches to reproduction to position athletic bureaucracies as legitimating institutions that convert capital. I examine how the cultural production of amateurism in U.S. college sports facilitates class reproduction by enabling a direct conversion between accrued economic, social, and physical capitals for cultural capital. I use 47 life-history interviews with college athletes to explore how college sport bureaucracies enable capital conversion by differentially regulating potential participants based upon their class background. The interviews revealed three areas of recruiting with disparate regulations: sports camps, recruiting agents, and unofficial visits. Reproduction is achieved and the class structure is maintained as middle- and upper-middle-class athletes utilize these areas of disparate regulations to translate their economic, physical, and social capital to cultural capital through college admission via athletics.

6 Declaration of Original Contribution 7 Copyright Statement 8 Acknowledgements 9 Figures 10 Abbreviations 12 Part 1: Introduction to the Thesis Chapter 1: Introduction 13 1.1: Professional Background and Research Focus 13 1.2: Research Approach 15 1.3: The Location of this Research in the Literature 16 1.4: Structure of Thesis 18 1.5: Chapter Summary 19 Part 2: The Literature Chapter 2: Literature Review 20 2.1: The Train Journey 21 2.2: The Transition Landscape 23 2.3: The Car Journey 25 2.4: The Interpretation 28 2.5: Reflexivity 33 2.6: Chapter Summary 35 Chapter 3: Conceptual Framework 37 3.1: Summary of the Concepts 38 3.2: The Concept of Field 40 3.3: The Concept of Habitus 44 3.4: The Concept of Social Capital 47 3.5: The Concept of Cultural Capital 51 3.6: The Concept of Reflexivity 53

Educational outcomes in South Africa are highly unequal and reflect inequalities across socio-economic classes and racial groups. This essay will explore education-related causes of the reproduction of inequality across generations. Bourdieu’s ‘theory of practice’ can help to understand how structural inequalities reproduce themselves through education. The causes can be explained from either side of the learner-teacher dichotomy. Approaching the question from the side of the learner, one can draw upon an understanding of Bourdieu’s concepts of capital and habitus along with structural determinants of outcomes such as family background, neighbourhood, race and socio-economic status. According to Bourdieu, class structure is characterised by inequality due to differing amounts of economic, cultural and social capital that members of a society hold. The amount of capital one holds is a determinant of how one will fare in life, educational outcomes included. Learner outcomes can also be understood in terms of individual ‘agency’. Approaching the question from the side of the teacher, we find that inequality can be caused via culturally insensitive teaching methods, differences in human capital depending on salary and area, management of schools, school resources and the curriculum.

The ways in which education is complicit in the reproduction of social class was an interest of Bourdieu’s throughout his life. His notion of cultural capital stems from his work in this area providing further explanation, beyond the economic, regarding the persistence of educational inequality. This chapter briefly considers the significance of Bourdieu’s work around cultural capital within the sociology of education before drawing on data from the Australian Cultural Fields survey to show the unequal distribution of forms of institutionalised capital within the Australian education system. With a particular focus on higher education, it reveals how, despite the massification of this sector, the dominant classes retain their advantage with unequal representation in Australian universities and the elite forms of schooling that secure their access to the more prestigious institutions and fields of study . Together with data highlighting the inheritance of this capital across generations, the chapter provides continuing evidence of the strong relation between education, cultural capital and social inequality.

Mittlerweile können wir Bourdieu zu den Klassikern der Soziologie zählen. Das hat Folgen: Er wird vielfach nicht mehr in konstruktiver Weise gelesen, sondern gehört quasi zum bibliothekarischen Repertoire, das man zu Bildungszwecken, nicht aber zur Erhellung der Gegenwart und zur Anleitung der eigenen Forschung liest. Bourdieus Schriften, Theoreme, Grundbegriffe und sogar Einzelaussagen werden immer häufiger dazu verwendet, eigene Schriften durch seinen Namen aufzuwerten. Schlimmstenfalls, ein Trend quer durch alle Wissenschaftsdisziplinen, liest man Bourdieu gar nicht mehr, sondern zitiert ihn nur mehr oder eine seiner wohlklingenden Begriffsetiketten wie »Symbolkapital« oder »Kulturkapital«-und macht, was man ohnehin vorhatte. Berühmte Autoren laufen immer Gefahr, bloß zwecks symbolischer Überhöhung eines Autors (Schmuck-, Kompetenzzitation) benutzt zu werden. Manch einer plündert überhaupt nur die Literaturlisten Dritter. Beide Strategien haben zur Folge, dass die Zitationsraten Bourdieus weiter anwachsen, die inhaltliche Auseinandersetzung mit seinem Werk weiter nachlässt und die Entstehungskontexte seiner Schriften zunehmend in Vergessenheit geraten. Am Beispiel Bourdieus lässt sich derzeit besonders gut der »Matthäus-Effekt« (Merton) beobachten: Wer hat, dem wird gegeben, und wer berühmt ist, wird allein deshalb noch berühmter (vgl. Einleitung). Im Folgenden wird diese oberflächliche, strategische Nutzung Bourdieus ausgeblendet. Scholastische Kritik, die in Bourdieu nur noch einen Klassiker sieht, soll lediglich am Rande Berücksichtigung finden. Ferner bleibt vollkommen externe Kritik außen vor, die von einem anderen theoretischen Paradigma aus an Bourdieu herangetragen wird, ohne sich auf seine eigene Theorie einzulassen.

Where does the concept of cultural capital stand regarding the histories of its creation, uses, debates and the revisions these have provoked? What are its limits? Which are the key aspects holding the best prospects for future research, or most in need of reformation? These are our concerns outlined in this paper setting out the context for our discussion of the seven papers assembled in this special issue. We first set out the concept of cultural capital in Bourdieu's work noting that it was originally shaped pragmatically in critical interventions into education and cultural policies. We then highlight aspects of the career of the concept of cultural capital in relation to empirical studies of cultural consumption noting some key qualifications and limitations. Limits and prospects are discussed vis-à-vis the papers assembled, under three headings: (1) cultural capital and the logics of capitalism; (2) cultural capital, education and cultural policy, and 'social exclusion'; and (3) aesthetics and the relationality of the social. In concluding, we note the continuing operation of cultural capital as a mechanism for the reproduction of class advantages pointing to the need to consider further the manners in which it engages elites, uses of new media and hierarchies based on gender and ethnicity. #

The Tweed Ring spawned a vibrant financial sector that was integral to its brief success but has never been previously examined. William “Boss” Tweed and his allies employed banks controlled or comanaged by Tammany politicians to embezzle funds, build political alliances, and invest in a wide array of business ventures. The capital of these savings and commercial banks—city money, deposits from Catholic charities, and the savings of immigrant laborers—was accumulated through political channels. During their operation between 1867 and 1871, politician-bankers engaged in a mix of patronage deals and profit-driven financial speculation. In effect, Tammany banks were ground zero for the Ring's conversion of political hegemony into a windfall of economic capital that fueled party activities and buoyed personal fortunes. Importantly, the anti-Ring mobilization by upper-class reformers was more than a revolt of wealthy taxpayers concerned with abstract goals of good government or rescuing city credit; it was also a reaction by old-line bankers in direct competition with Tammany upstarts. A dramatic bank run catalyzed by reformers in November 1871 drove them into bankruptcy, bringing this novel experiment in political capitalism to an end.

Greek port cities find themselves in a profound and encompassing change as they try to improve their image and confront the competition for advanced port services and facilities and the need for urban revitalization. As port functions are increasingly relocated towards the outskirts of port cities, disadvantaged neighbourhoods and docks are turned into modern housing and commercial areas or cultural

O artigo aborda as contribuições de Pierre Bourdieu para a discussão sobre classes sociais e educação. Para tanto, em um primeiro momento discorremos sobre os conceitos de habitus, capital cultural e campos. Após a elucidação desses conceitos, é analisada a teoria de Bourdieu sobre o sistema de ensino e as relações deste com a estratificação social, a herança familiar e as diferentes estratégias de investimento escolar. Por fim, apontamos os limites da teoria bourdiesiana sobre educação e as críticas construídas sobre a sua teoria que buscam avançar na análise de classes sociais e educação.
Palavras-chave: Educação e classes sociais; capital cultural; Bourdieu; desempenho escolar

Despite bearing similar names and sharing certain aims, the implementation of the Cultural City/Capital initiative in Europe and in the sub-regions of Southeast and Northeast Asia has been substantially dissimilar. In Europe, the annual European City of Culture (ECOC) status commonly constitutes an opportunity to showcase the best of the arts and culture of the host city, and counts on the support of sizable public funding. In Southeast Asia, the initiative scarcely receives any public or regional funds and the understanding of what the designation means varies widely from country to country. In Northeast Asia, regional diplomacy is one of the main motivations for initiating the scheme.

This paper seeks to examine the Cultural Capital patterns chosen in these Asian sub-regions in comparison with their European counterpart, as well as their motivations and reasons to exist. Ultimately, the paper investigates how much ASEAN and Northeast Asia are simply trying to replicate the European model, carve their own concepts, or create hybrid schemes.
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In his book, Capitalised Education: An Immanent Materialist Account of Kate Middleton, David R. Cole thoughtfully and thoroughly engages in an analysis that extends beyond the modern era to take into account a multiplicity of events and forces, which in their encounters produce social and cultural phenomena. Cole’s work is explicitly political as he engages in applied philosophy to elaborate upon the flows of capitalism and the emergence of Kate Middleton as a media object. The book, in its entirety, both is and is not about Kate Middleton. Through detailed and beautiful storytelling, Cole explores various historical plateaus (e.g., the death of Princess Diana, and monarchies of King George VI, Henry II and Lady Eleanor, the rise of industrialism, attitudes towards and about teaching) and describes the ways in which those plateaus are still at work, in some cases almost one thousand years later, to construct a capitalised education. Elaborating on the notion of capitalised education, Cole describes his project as a consideration of “the ways in which the factors analysed and revealed...come together and produce palpable social and cultural effects through Kate Middleton as media object” (p. 2). In his elaborations, Cole develops an immanent materialist analysis that is informed by the work of Gilles Deleuze and Felix Guattari’s notions of assemblage, the rhizome, desire, and the Body without Organs, to name a few, though Cole does not get bogged down in explaining the theory itself. Rather, Cole embodies a Deleuzoguattarian ontology as he seeks to move beyond origins and causation and instead focuses on the at times more unfamiliar, but ever-proliferating intensities that impact the ways in which we emerge with that which we encounter, at times unconsciously. Students of philosophy, history, and education, and researchers who are interested in Deleuzoguattarian-influenced work will find Cole’s work both compelling and thoroughly enjoyable. ~ anonymous, Amazon site
The pomp and ceremony of a royal wedding might seem a strange anachronism in a world of global finance and cyber-capitalism. Yet, as David Cole demonstrates, the two are folded intricately into each other. Through an immanent materialist analysis that brings together key recent and historical moments or ‘plateaus’ in the emergence of capitalism, liberalism, and constitutional monarchy, and culminating in Kate Middleton’s 2011 marriage to Prince William, Cole’s wide ranging and provocative work reveals the complex and subtle ways in which capitalism’s decoding and deterritorialization go hand-in-hand with the continuation of social privileges and hierarchies. Along the way he speaks to the major political movements of the last century (liberalism, communism, fascism, empire, and decolonization), the globalization of media, the 2008 financial crisis, and more. Linking these to both established and emerging theories of radical political action, Cole traces the moments of rupture that might allow another politics to come to the fore. ~ Nathan Widder, Royal Holloway, University of London
Kate Middleton is an international celebrity, as well as a crucial figure in the biological, economic, and cultural reproduction of the British class system. In this book, David R. Cole offers us a multifaceted analysis of Middleton as "media object." Touching on topics as diverse as courtly love in medieval Europe and derivatives markets in contemporary finance, Capitalised Education traces a web of far-flung relationships that fatally lead us back to the absurdities of our collective fascination with the British Royal Family. ~ Steven Shaviro, Wayne State University
Cole has produced a masterful and critical evaluation of how the British Monarchy continues to assert and grow its influence in the 21st century. He significantly contributes to an almost muted discourse which critically explores how this influence is achieved and what is risked and gained in its attainment. The reader can’t but be left with a desire to question whether we should be comfortable with the process and effects this has on our behaviour, development and socialisation. ~ Roberto H. Parada, University of Western Sydney

El presente manual responde a la intención de fundamentar teóricamente y aportar recursos didácticos las acciones de formación encaminadas a capacitar para dirigir y gestionar el factor humano multicultural en las organizaciones. El Proyecto Capital Humano Multicultural ha intentado fundamentar teóricamente el fenómeno de la interculturalidad en la empresa. Concretamente el presente manual pretende ayudar a los directivos de organizaciones, responsables de personal y técnicos de recursos humanos para que gestionar de manera equitativa e integrada sus plantillas culturalmente diversas. Así mismo, consideramos que el presente manual puede ser una útil guía para los agentes de intermediación laboral en cuanto a que al incrementar el conocimiento sobre las necesidades y estrategias para una mejora en las competencias interculturales, podrán diseñar y ejecutar acciones de orientación para la inserción de sus usuarios que respondan a estos determinantes. Este manual no es un curso a distancia, no es una obra teórica, pretende ser un recurso para que las personas responsables de actividades y programas formativos puedan programar e impartir acciones de formación. Ello implica la aportación de ¿ Una base conceptual ¿ Actividades formativas

In this paper, we integrate disparate literatures to contribute to a better cross-national understanding of formal volunteering. We propose that three forms of capital, namely human (country wealth and country education), social (collectivism and liberal democracy) and cultural capital (religiosity) are related to formal volunteering. We use Hierarchical Linear Modeling to test our hypotheses on 38,119 individuals from 21 countries. Our results show all forms of capital (country wealth, country education, religiosity, societal collectivism and liberal democracy) have positive relationships with formal volunteering. Implications for practice and future research are discussed.

Der Beitrag widmet sich dem Problem der ungleichen Bildungsbeteiligung und deren (Mit-) Entstehung an den außerschulischen Bildungsorten Familie und Peergroup sowie den Wechselwirkungen zur subjektiven Deutung von Schule und Bildung. Des Weiteren wird die Bildungsrelevanz der Sozialisationsinstanzen Familie und Peergroup und ihr Verhältnis zueinander geklärt. Dazu wird ein Bildungsbegriff eingeführt, der es ermöglicht, auch Bildung und Bildungsungleichheiten außerhalb von institutionalisierten Bildungsorten, wie vor allem der Schule, zu erfassen und zu analysieren. Daran anschließend werden zentrale theoretische und forschungsmethodische Bezüge referiert, mit denen Bildungsungleichheiten, die an außerschulischen Bildungsorten entstehen, erklärt und erforscht werden. In einem weiteren Schritt werden zentrale Ergebnisse aus der aktuellen Forschung vorgestellt und abschließend Perspektiven einer zukünftigen Forschung und Konsequenzen für die Praxis erörtert.