FAMILY AND CULTURAL CAPITAL: HOW INHERITED CAPITAL SHAPES SCHOOL TRAJECTORIES

Abstract

This article explores how the cultural capital inherited from families influences the educational trajectories of children and adolescents, particularly in contexts of social vulnerability. Grounded in Pierre Bourdieu’s theoretical framework, the study considers how different forms of capital—economic, social, and especially cultural—play a decisive role in the reproduction of educational inequalities. The objective is to critically examine national and international academic literature published between 2018 and 2023 that addresses the relationship between family cultural heritage and school performance, with particular attention to how this capital is mobilized, recognized, or dismissed by educational institutions. A narrative literature review methodology was employed, enabling not only the mapping of key findings but also the identification of gaps, emerging trends, and tensions in contemporary research. The analysis revealed, on one hand, the persistence of social reproduction mechanisms embedded in school practices that favor cultural codes aligned with dominant social groups; on the other hand, it highlighted alternative family strategies—often invisible or devalued by schools—that represent legitimate, though marginalized, forms of educational engagement. Furthermore, while most of the reviewed studies adopt qualitative approaches focused on the lived experiences of families and students, there is a growing interest in research that bridges macrostructural and microsocial dimensions, offering a more nuanced understanding of the complexities shaping schooling processes. The study concludes that by disregarding or delegitimizing the diverse cultural repertoires students bring from their home environments, schools contribute to the perpetuation of an educational model that reinforces existing inequalities. Conversely, the recognition and appreciation of these repertoires may offer powerful pathways toward the development of more equitable and culturally responsive pedagogical practices.