Cultural capital may contribute to socioeconomic achievement gaps by shaping how students engage with authority in schools. However, social class shapes academic skills and know-how in other ways. Through classroom observations and interviews with first graders, their parents, and teachers, I find that higher-SES students decode teachers’ inexplicit academic instructions and demonstrate academic knowledge more ably, confidently, and frequently than lower-SES students. Lower-SES students demonstrate procedural knowledge (i.e. knowledge of classroom rules) as much as academic knowledge to gain attention and praise from teachers. These patterns are primarily connected to higher-SES parents teaching their children the academic problem solving script teachers expect and reward, whereas lower-SES parents emphasizing rule following as the path to academic achievement. Teachers also give less explicit instruction for academic tasks compared to classroom procedure. Results from this study highlight additional forms of cultural capital and additional ways that social class reproduces these inequalities.

中文翻译：

---

解码指令和展示知识中的社会经济不平等

文化资本可能通过塑造学生如何与学校权威互动而导致社会经济成就差距。然而，社会阶层以其他方式塑造学术技能和专业知识。通过课堂观察和对一年级学生、他们的父母和老师的采访，我发现高 SES 的学生比低 SES 的学生更能、更自信、更频繁地解读教师含糊的学术指导，并更能干、更自信、更频繁地展示学术知识。低 SES 学生展示程序知识（即课堂规则知识）和学术知识一样多，以获得老师的关注和赞扬。这些模式主要与更高 SES 的父母教他们的孩子解决学术问题的脚本老师期望和奖励有关，而低社会经济地位的父母则强调遵循规则是获得学业成就的途径。与课堂程序相比，教师对学术任务的指导也不太明确。这项研究的结果突出了文化资本的其他形式以及社会阶层再现这些不平等的其他方式。