Digital Dimension of Cultural Capital: The (In)Visible Advantages for StudentsWho Exhibit Computer Skills

We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal Survey–Kindergarten cohort (ECLS-K), results suggest a comprehensive model where teach-ers play a prominent, mediating role in the effects of computer proficiency on academic achievement. These findings have practical applications within classrooms, which can lead to a reduction in stratification. Our findings modernize and renew theoretical tools for understanding teacher and student interactions and the effects on achievement outcomes Keywords computers/technology, teacher expectancy, evaluations, academic achievement, cultural capital Computers play an important role in creating, maintaining, and perpetuating inequality in schools, but existing research has not clarified the mechanisms through which they do this. Research on information technology emphasizes how access to and usage of computers leads to skills that improve students ’ academic outcomes (Attewell