Toplumsal Konumun Sürdürülmesinde Eğitimin Rolü

Abstract

This research examines the transformation process, which shows the effects of social inequalities on educational inequality. In this respect, the impact of class positions of students who attended higher education on university and department preferences is examined. Therefore, the research aims to understand the role of the students' economic, cultural, and social capital inherited from the parents on university and department preferences and how they reproduce students' class positions. In this direction, Pierre Bourdieu's conceptual and theoretical framework has been used. In addition, the qualitative research method was adopted in this thesis. Furthermore, in-depth interviews were conducted with 38 students studying at Bilkent and Ankara Yıldırım Beyazıt Universities in numerical (Engineering), equal weight (Law, Economics, Political Science, International Relations, Interior Architecture and Environmental Design, and Sociology) and language departments (English Literature and Language, English Translation and Interpreting). The study found that the economic, cultural, and social capitals inherited from their parents differed significantly between these two university students. The parents, who have children with high academic achievement studying at Bilkent University, have a pretty high total volume of capital. It is seen that these parents make a special effort and investment for the education of their children, consciously or unconsciously. It is recognized that the students act more concerted in their school and department preferences thanks to the advantage of the capital they inherit from their families. Accordingly, they have professional orientations that will maintain their privileged social position. On the other hand, it has been observed that the parents, who have children with low academic achievement studying at AYBU, have a low total volume of capital. Therefore, it is understood that these parents are in a situation far from guidance and investment for their children's education. It is seen that AYBU students act naturally in their school and department preferences due to the disadvantaged capitals they inherit from their families. Besides, they have professional orientations that will improve their unprivileged social position.