Cultural and Educational Careers: The Dynamics of Social Reproduction
作者利用1982、1985和1992年美国公众参与艺术调查数据，分析文化生涯与教育生涯的关系。基于布迪厄的文化再生产理论和迪马乔的文化流动理论，作者提出两组竞争性假设，考察不同年龄段的高雅文化资本对教育转换概率的影响。结果发现，文化资本对学业成功有强烈作用；父母文化资本、12岁前文化参与、12-17岁及18-24岁文化参与的影响基本独立，且在整个教育生涯中持续存在。所有文化效应随教育进程递减。参与情境很重要：校内文化参与对教育成功的影响小于校外参与。总体而言，文化流动模型得到更强支持，但社会再生产仍主导最重要的教育转换，进入大学。
Using data from the Surveys of Public Participation in the Arts conducted in 1982, 1985 and 1992, the authors analyze the relationship between cultural careers and educational careers. Drawing on ideas of cultural reproduction (Bourdieu) and cultural mobility (DiMaggio), they formulate two competing sets of hypotheses regarding the importance of high brow cultural capital at different ages on the likelihood of making particular educational transitions. They find that cultural capital plays a strong role in determining school success. The effects of parental cultural capital, cultural participation before age 12 and cultural participation between ages 12 to 17 and 18 to 24 are largely independent and have enduring effects across the educational career. All cultural effects decline over the course of the educational career. The context of participation is significant - cultural participation in school has less of an effect on educational success than does participation elsewhere. Generally, they find stronger support for the cultural mobility model, although social reproduction still governs the most important educational transition - entering college