چکیده:
The aim of present study is to study sociologically the role of cultural capital of Iranian families on their students' acceptance in university. This is a descriptive post-event survey. The statistical population of study includes all students, in Sharif University of Technology, who have been studying in 2015-2016 (n= 1013). The sample size was 350 students selected according to Cochran table through simple random sampling. In order to measure research variables, data has been collected through researcher-made questionnaire with Cronbach's Alpha 0.82. Data analysis has been done through inferential statistical method (Kolmogorov-Smirnov normality test, structural equation modeling, combination of detention analysis, multivariate regression, correlation coefficient and path analysis) through SPSS and Amos version 22. The research findings show three types of cultural capitals that are institutional cultural capital; objective cultural capital and embodiment cultural capital. Some components of embodiment of cultural capital and some habitus such as interest in studying books other than textbooks, interest in art, voluntary presence in scientific communities, attention to literature and cultural fames, going to museum, cinema, festivals, artistic activities and sport are not desired among the families of students. Thus, it is essential to promote the cultural capital of Iranian families for improvement of mental and cultural capabilities of their children.
خلاصه ماشینی:
In the first look, the expression of "cultural capital" is defined as the overall view of family educational background, habitus, preferences and aesthetic behaviors due to social structure with concentration on having of lacking excellent artistic forms (drawing, music, literature and theatre) that will be coordinated with a certain combination of triple cultural capitals (Weininger, 2006).
Based on this, each member of family benefits from unique pattern of artistic taste that even affect the academic failure or success (scientific or educational) of children; although, on the other hand, cultural capital is not ineffective on the main reproduction mechanism of social hierarchy (Hayes, 2004).
Hayes (2004) considers the expression of cultural capital as representative of all forces such as family background, social class, diversified investment and commitment concerning education, various resources and so on that influence the (academic or scientific) success of students.
Thus, the main objectives of this study are the examination of the role of three types of cultural capital (embodied, objectified and institutionalized) in education of children in university based on Pieter Bourdieu approach (1930-2002), Sullivan (2002) and Alen Warde (2011) and determination of the role of each of these triple cultural capital of families in educational success of students.
The mean index of institutionalized cultural capital (parents' educational degree) of the families whose children are studying in university is less than average level.