Why we need to build cultural capital in FE

By Stephanie Marshall-Whitley, Education and Training Lecturer at Truro and Penwith College, MSc student at the University of Oxford.

According to French sociologist Pierre Bourdieu, cultural capital is defined as the non-financial social assets individuals possess, like symbols, ideas, tastes, and preferences. He conceptualised cultural capital as part of ‘habitus,’ a set of ingrained habits and dispositions that influence our actions, thoughts, and feelings. Much like economic capital, cultural capital can be converted into various forms of value.

Cultural capital encompasses things like:

• cultural knowledge (e.g., art, literature, politics),
• social etiquette and understanding of institutional norms,
• language proficiency and effective communication in professional settings, and
• networks that provide access to opportunities.

In 2014 Jason Edgerton and Lance Roberts said that cultural capital is often passed down through family upbringing and social environments, and in 2019, Swen Siben and Clemens Lecher found that empirical studies have consistently shown that factors such as participation in cultural activities, reading habits, and the number of books in the home are positively linked to young people’s educational outcomes.

In further education (FE), cultural capital is particularly influential as it affects learners' achievements both inside and outside the classroom. While much research focuses on its impact on educational attainment and career prospects in higher education (HE), cultural capital is just as critical for FE students. In their guide to the FE sector published in 2020, the Education and Training Foundation (ETF) notes that FE institutions are inherently diverse, meaning learners come from a wide variety of backgrounds and experiences. Many of these students may not have had the same access to these social assets, making it crucial to recognise and nurture their development to help them succeed in all aspects of life.

In my own teaching practice, I’ve found that encouraging occupational learners to use professional language in public settings has increased their job prospects and resulted in industry-specific work placements. By helping students develop strong communication skills and an understanding of professional expectations, they are better prepared to make positive impressions on employers. Providing these social tools helps to break cycles of disadvantage and promote upward mobility.

Bringing in professionals from diverse industries, particularly those with shared backgrounds, can provide valuable insight into various career paths. Truro and Penwith College's employer connect initiative exemplifies this by connecting employers with every classroom. Guest visits and stakeholder involvement expose learners to real-world experiences aligned with their qualifications, broadens perspectives and introduces learners to new ideas.

Teachers can also enhance students' cultural capital through cross-disciplinary projects, promoting collaboration, and adopting inclusive learning approaches that acknowledge the cultural assets learners already bring, such as linguistic diversity or community knowledge.

FE institutions can also build cultural capital by embedding cultural experiences into the curriculum through enrichment programmes. Theatre trips, art exhibitions, and discussions on current events broaden learners' horizons and increase cultural awareness. Cost doesn't need to be a barrier; online gallery visits and classroom discussions on global news can be easily integrated. These experiences should be woven into the tutorial content across all subjects, allowing learners to connect cultural knowledge with their academic, occupational, or vocational studies. This holistic approach enhances critical thinking, encourages engagement and equips students with the cultural capital needed for personal growth and career progression.

Building cultural capital in FE is essential for addressing the disparities many learners face due to socioeconomic challenges. By embedding cultural experiences into the curriculum, promoting cross-disciplinary collaboration and recognising the cultural assets learners already bring with them, FE institutions play an important role in supporting learners’ academic and vocational success. These efforts enrich the educational journey and equip learners with the tools to navigate diverse professional environments, ultimately promoting social mobility and reducing inequality. Through targeted support and inclusive practices, FE institutions can help ensure that all learners can thrive.