Cultural Capital, Social Capital, and Nationality in Relation to Academic Achievement among University Students in the United Arab Emirates

This is a sociological empirical study that aims to explore students’ cultural capital, social capital, and nationality in relation to academic achievement in higher education. The United Arab Emirates (UAE) is a young country that witnessed an exponential growth in its education system. The country is culturally diverse with over 200 different nationalities. In spite of this, little research is done in the UAE pertaining to social and cultural factors that may impact achievement. This thesis investigates the relationship between nationality and attainment in multicultural classrooms. Additionally, based on Pierre Bourdieu and the sociological research that followed, cultural and social capitals are examined in relation to achievement. Habitus which is a dynamic entity that impacts personal dispositions and tastes, and is in turn influenced by the social field is considered as an integral part of cultural and social capitals.

The study findings are derived from a mixed methods approach that involves 1) institutional data, 2) survey questionnaires, and 3) focus group discussions. Findings reveal that certain nationalities have significantly higher grades than others. For example, Lebanese and Syrian students earned the highest GPA, whereas Emirati and Saudi students had low scores. This may have implications related to students’ future careers, and the process of Emiratisation, to name but a few.

This study considers cultural capital, as a valuable resource that is transmitted mainly within the family through parental discussions, reading habits, and exposure to ‘beaux arts’. Although survey results reveal that engagements in arts are not associated with higher GPA, the focus group discussions refer to indirect benefits of exposure to art in the form of increased self-confidence, and improved imagination and inspiration. The study finds that reading habits, parental discussions, and self-efficacy are beneficial to achievement.

Additionally, the thesis studies social capital such as engagement in university clubs, attendance of extracurricular activities, and involvement in civic associations. These networks are found to be related to better achievement. On the other hand, parental contacts with the university administration are associated with poor performance. Group discussions explain why social capital supports attainment, and clarify why parental contacts with the university, and close monitoring of grades are not beneficial at this stage. This thesis studies social capital in relation to concepts such as prestige, recognition, belongingness to the institution, wellbeing, and ultimately academic achievement. Based on survey results and students’ insights, the study provides suggestions for institutional and governmental policies that may benefit academic achievement in higher education.