Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: I focus on a population that has not been studied in quantitative research on cultural capital—kindergarteners—and include a concept that has been largely ignored in education research—habitus. Using data from the Early Childhood Longitudinal Study, I find that higher-SES kindergarteners are more likely to participate in arts activities, and their parents are more likely to be involved in and comfortable with the school environment. Regression analyses show that while reading activities have a positive effect on teachers’ assessments of students, arts lessons and attendance at arts events do not. Parental habitus (both actions and attitudes) positively affects teachers’ assessments of students’ approaches to learning, and parents’ actions, but not attitudes, have a significant effect on teachers’ assessments of ability. These findings suggest that the traditional definition of cultural capital may not be appropriate for young American children, and that habitus should be included in future studies of educational stratification.