INVISIBLE INEQUALITIES IN ADULT SKILLS: THE RELATIONSHIP BETWEEN CULTURAL CAPITAL AND SKILLS IN PIAAC DATA

Authors

  • Burcu Türkkaş Anasiz Dr., Mugla Sıtkı Kocman University, Department of Educational Sciences, Mugla, Turkey
  • Saadet Kuru Çetin Dr., Mugla Sıtkı Kocman University, Department of Educational Sciences, Mugla, Turkey

DOI:

https://doi.org/10.46827/ejes.v12i11.6390

Keywords:

PIAAC, cultural capital, Bourdieu's theory of capital

Abstract

This study examines the relationship between individuals' cultural capital accumulation (number of books at home) and their cognitive skill levels in adulthood (literacy, numeracy, and problem solving) using PIAAC (Programme for the International Assessment of Adult Competencies) data from the Turkish sample, within the framework of Pierre Bourdieu's theory of capital. It should be noted that this calculated index captures only a specific and important aspect of the concept of cultural capital and does not represent other forms, such as integrated or institutionalized capital. Assuming that skill inequalities stem from social reproduction mechanisms rather than individual failures, the study aims to discuss the deep inequalities in Turkey's socio-economic structure. The study's sample was taken from PIAAC data for Turkey (N=5,110, N=2,885). IDB Analyser and SPSS programs were used in the study's analysis. In the analyses, the cultural capital index was correlated with skill scores using Pearson correlation. The findings of the study revealed moderate to high positive correlations between the cultural capital index and the three skill domains. The correlations found in the study are consistent with Bourdieu's (1986) theoretical framework. Indeed, forms of cultural capital shape an individual's cognitive development in the long term, supporting the acquisition of skills such as literacy, numeracy, and problem-solving. Based on the results obtained from the study, future research could analyze longitudinal data (such as national cohort data) to examine individuals' skill development. Furthermore, future studies could examine the impact of cultural capital on subgroups by including variables such as gender, age, and migration status, thereby expanding Bourdieu's theory and integrating economic and social capital dimensions into research.

 

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Author Biographies

  • Burcu Türkkaş Anasiz, Dr., Mugla Sıtkı Kocman University, Department of Educational Sciences, Mugla, Turkey

    Dr. Saadet Kuru Çetin is an Associate Professor in the Department of Educational Administration at the Faculty of Education, Muğla Sıtkı Koçman University, Türkiye. Her research primarily focuses on teacher agency, professional ethics in teaching, social justice in education, and sustainable education. She has authored and co-authored several articles in international peer-reviewed journals and contributed to interdisciplinary projects addressing ethical challenges in teacher–parent relationships, equality of opportunity in education, and sustainable learning environments. Dr. Kuru Çetin also participates in national and EU-funded projects on digital transformation and green education.

    ORCID: https://orcid.org/0000-0003-1792-5918

  • Saadet Kuru Çetin, Dr., Mugla Sıtkı Kocman University, Department of Educational Sciences, Mugla, Turkey

    Burcu Türkkaş Anasız (PhD) is a research assistant in the Department of Educational Sciences at Muğla Sıtkı Koçman University, Türkiye. Her research primarily focuses on educational inequalities, teacher education, inclusion in schooling, the sociology of education, and educational policy. She explores how families’ socio-economic and cultural characteristics influence students’ access to and participation in education, with particular attention to issues of equity and justice. Türkkaş Anasız has authored and co-authored several papers in national and international peer-reviewed journals. Her scholarly work also engages with themes such as constructivism in education, the integration of artificial intelligence into learning and teaching processes, and the philosophical foundations of educational thought. In addition to her academic research, Türkkaş Anasız contributes to projects addressing social inclusion in schools, teacher professional development, and policy approaches to creating more just and sustainable education systems.

    ORCID: https://orcid.org/0000-0001-6156-5601

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Published

2025-11-19

Issue

Vol. 12 No. 11 (2025)

Section

Articles

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