Pierre Bourdieus theory of capitals has proven highly influential in studies of education. Many researchers have used the concept of cultural capital to explain how educational inequalities arise and persist. However critics have argued that cultural capital is difficult to operationalise, only accounts for a small part of educational inequality and/or is specific to the French case. The workshop investigated these issues: Theoretical approaches to cultural capital Can cultural capital be measured and if so, how? What methods should be used to measure it? Cultural capital and qualitative research Cultural capital and rational choice theory in education Cross-national comparative studies of cultural capital in education Is the concept of cultural capital specific to Western Europe? What is the relationship between cultural capital and school subjects? Cultural capital, social class, gender, ethnicity and education Cultural capital, students biographies and educational participation Cultural capital, education and youth pathways/transitions Cultural capital and informal contexts of education Cultural capital and migrations Cultural capital and family involvement in education