Gendered Cultural Capital Shaping Academic Success among Students at Higher Educational Institutions

Abstract

This study examines how gendered cultural capital shapes academic success among students in universities and educational institutions. Drawing on Bourdieu’s framework of cultural capital and intersectionality theory, the research explores how gendered socialization, curriculum design, pedagogical practices, mentorship networks, and institutional structures influence students’ acquisition, deployment, and recognition of cultural resources. Eight major themes were analyzed: 1) gendered socialization and early formation of cultural capital, 2) gendered access to educational resources, 3) curriculum and epistemic bias, 4) classroom dynamics and pedagogical practices, (5) mentorship, networking, and professional opportunities, 6) intersectionality and compounded inequalities, 7) student agency and resistance, and 8) institutional policies promoting equity. Findings indicate that male and female students experience differential opportunities and constraints in accumulating and utilizing cultural capital, with intersectional identities further amplifying disparities. The study highlights the importance of inclusive curricula, equitable access to resources, supportive mentorship, and institutional interventions that recognize diverse forms of cultural capital. By foregrounding the gendered dimensions of cultural capital, the research offers insights for policymakers, educators, and institutions seeking to foster equitable pathways to academic achievement and professional development.