While reading Bourdieu’s explanation of how some kids have an advantage in school because they are part of the dominant (class) culture, my honest reaction was: My friends and I have been talking about how this works since middle school.
Then again, perhaps Bourdieu’s discussions of institutional power seem instinctual to me only because some of his ideas are prominent ways of thinking about social difference. But to go back to my middle school, the question was not about who was reading certain higher-status-signifying books, but which children chose to read at all. There was no simple social and academic domination of the elite children over the children of the working class. The cool kids were white, working class kids, and they said they didn’t read; so no child, regardless of class background, could openly admit to such behavior with impunity (regardless of how beneficial it might be for job prospects). The dominant culture of the school was not that of the “dominant class,” and the tastes that would make one accepted among the majority were certainly not something that could be acquired in school.
Bourdieu’s analysis feels as disconnected from the American Midwest public school experience as it does to Rutgers, where learning “high status cultural signals” is near impossible and potentially not beneficial. As Lamont and Lareau note, there is “a greater autonomy of lower class high status cultural signals from middle class ones” (162). Perhaps Bourdieu’s discussion makes more sense in an elite university, where upper class American students are able to have a jumpstart on academic culture, than any of the schools I have inhabited.
Even if I’m not that impressed by Bourdieu, I can recognize that Lamont and Lareau are (dare I say it) enchanted with him. For example, as they are painstakingly disentangling Bourdieu’s inconsistent and unclear use of the term “cultural capital” over the course of several books and articles, they say:
“Subtle shifts across these analytical levels are found throughout the work. This polysemy makes for the richness of Bourdieu’s writings, and is a standard of excellence in French academia.” (156) I wonder what it is about Bourdieu that makes them defend his style, even as they seek to “rescue” the term cultural capital.