إسهامات الرأسمال الاجتماعي والرأسمال الثقافي في التكوين الأكاديمي للطلبة

Abstract

Abstract: This study aims to understand the contributions of both social capital and cultural capital to the academic formation of doctoral students, and how each of these capitals reflects on their academic identity. The study employs a qualitative approach to delve deeper into the significance of social and cultural capital in overcoming the challenges, which faced the sample’s participants. This is achieved through the application of semi-structured interviews with 15 male and female students. The field study yields a series of findings that are generalizable to the study sample. Among these findings, it is observed that families with lower educational backgrounds possess moral cultural capital, while families with higher educational backgrounds possess both moral and material cultural capital to support their children's academic formation, especially in the early stages of their educational journey. This support in their academic formation reflects on their scholarly capital. The first social group of students strives to elevate their academic standing to match the level of the second social group, characterized by high cultural capital and proficiency in research skills within the academic field. Regarding their social capital, the two groups demonstrate a broader network of social relationships compared to their virtual ones. Consequently, their utilization of social capital resources, both in the scientific and social context, leads to enhanced self-confidence and a stronger sense of solidarity among themselves.