Abstract

The urgency of the article is due to the tasks of comprehensive development of the cultural capital of student youth. The problem of cultural capital originates from the ideas of M. Weber, E. Durkheim, T. Parsons and others. The ideas of these scientists are devoted by G. Becker, P. Bourdieu, J. Bichenko, N. Gorbunov, J. Coleman, F. Fukuyama, V. Radaev and others. Works by N. Bolshakov, O. Demkiv, V. Dresvyannikov, A. Dresvyannikova, M. Kolotilo, I. Samarina and other scientists are devoted to the problems of estimation of processes of accumulation of cultural and other types of capital of modern youth. The authors of the article emphasize that issues of analyzing the structure of cultural capital and processes of its accumulation and inheritance, as well as empirical operationalization of the notion of cultural capital, remain outstandingly studied. In this regard, the purpose of this article suggests highlighting the main results of their own empirical research on the cultural capital of modern student youth, and, on their basis, identify its types and structural components. The basis of the article is the results of a study conducted in 2016 under the guidance and with the participation of authors 1. The study tested research hypotheses confirm 1 the link between: 1) the type of cultural capital and academic grades of students; 2) the professional status of parents and academic grades of students; 3) the professional status of parents and the type of cultural capital of students. The benefits of this study are that two types of cultural capital of student youth are identified: «knowledge-information cultural capital» and «status cultural capital». Moreover proved that that the frequency of attendance of various «cultural» institutions and activities by modern students correlates with the frequency of visits to the same places in childhood. The conclusions emphasize that cultural capital is a powerful factor in influencing the processes of personal development and social status mobility. In this connection, it is emphasized the expediency of continuous monitoring of the results of the conversion of cultural capital of students, manifested in their subsequent career advancements and professional self-realization after graduation.