9th Conference European Sociological Association

RN07 Sociology of Culture

2009-09-05 11:00:00 2009-09-05 12:30:00 Saturday, 5 September 11:00 - 12:30 Organizational Cultures Building II, C4.08

Feminine male teachers'. A study on the gender relatedness of cultural preferences and practices of Flemish teachers

The relation between culture and education has been frequently demonstrated. Based on the assumption that successful cultural experiences in school are conducive for cultural participation and a lasting interest in cultural life, and given the hypothesis that cultural participation has a positive impact on the schooling of all students, it seems that cultural education is indispensable in a school context. The teacher plays a significant role in this cultural socialization. Therefore, it is important to have a clear picture of the cultural preferences and practices of teachers. Bourdieu (1979) described the teaching staff as a group that is rich in cultural capital but relatively poor in economic capital and other studies confirmed this. The teaching staff has however a very specific composition. Besides the fact that this group largely consists of highly educated persons, there is also a strong over-representation of women. Women are generally found to have a stronger preference for high-brow cultural activities. However, Lizardo (2006) recently added an important nuance. He found that in occupations that according to Bourdieu are characterized by a relatively high degree of cultural capital and a relatively low level of economic capital, such as teaching, men and women equally appreciate higher culture. In these professions highbrow culture rather plays a coordinating role, and both the jobs of men and women involve the production of symbols and are knowledge-intensive. This brings about that both men and women in these professions will show a larger appreciation of highbrow culture. Since the sex ratio of teachers varies greatly according to the educational levels and the educational subjects offered in schools, the study of the gender relatedness of cultural capital amongst teachers is extremely relevant.
In this paper we will compare the cultural preferences and participation of Flemish teachers with other working people, taking into account their specific composition. Secondly, we will examine if these cultural preferences and participation of teachers is gender-related. In order to do this, we will make use of the survey ??Cultural Participation in Flanders 2003?2004?? and a combined dataset of two studies on time-use (1999 & 2004).