Llega el buen tiempo y las zorras salen de sus madrigueras

Putillas de campo.

Olé esos escotes que vuelven!!

#7 Pues el sábado donde yo vivo cayó una granizada ... menos mal que no me pilló con el coche por ahí

Otro hilo que da lo que promete.

Foro y buenos saludos.

How does culture enhance life chances? The most prominent theory of this tradition, Bourdieu's argument about cultural reproduction, builds on Max Weber's insight into the importance of culture in boundary maintenance by elite status groups. It posits that elite families equip their children with “widely shared, high status cultural signals (attitudes, preferences, formal knowledge, behaviours, goods and credentials) used for cultural exclusion” (Lamont and Lareau, 1988: 156) thereby securing educational advantages for their children and reducing opportunities for other children. Critical to this argument are three elements: (1) the signals are arbitrary – they do not actually enhance educational or occupational performance; (2) the signals are difficult or time consuming to acquire, so they are hard to fake; (3) the elite have near-exclusive access to these signals. A host of empirical studies inspired by this argument conclude that cultural capital, misconstrued by teachers as academic excellence, provides elite children with unfair advantages in securing desirable socioeconomic outcomes. Importantly, this tradition assumes that the high-status cultural signals are linked to a monolithic highbrow culture. However, every test of the dimensionality of high culture finds not one, but rather two distinctive groupings: a books and reading-related dimension and a beaux arts/arts appreciation/arts spectatorship dimension. Building on this distinction, a growing body of evidence demonstrates that when book-related forms of cultural resources are distinguished from other forms, the former and not the latter account for much of educational success. This is because book-related resources have a substantive link to academic-related skills such as vocabulary building, counterfactual thinking, and cognitive flexibility, whereas highbrow arts consumption or extracurricular activities have no substantive impact on academic skills. It is only when the books and reading measures are (incorrectly) incorporated into a single “cultural capital” measure with arts spectatorship that the signals as a group have an effect. In short, scholarly culture is separate from arts spectatorship and, moreover, scholarly culture has a major impact on educational performance and attainment, but arts spectatorship has little or no effect. This is important because it undermines the claim that cultural resources are arbitrary signals used by the elite to exclude or disadvantage others: instead, highbrow arts (the arbitrary signals) are of little or no importance to education, while engagement in book-related culture raises educational attainment.

The implication, which we shall examine here, is that scholarly culture endows children with cognitive skills that intrinsically enhance academic performance, rather than scholarly culture being merely an arbitrary signal of elite membership. If that implication is correct, we should be able to detect effects of scholarly culture on cognitive skills – this is consistent with prior research but has not previously been tested due to data limitations.

Not anymore.

#26 dormir dice xddd