In this article, Andreas Roaldsnes examines why policy measures to increase cultural participation among children often fail. Roaldsnes analyzes three specific cultural policy initiatives in Bergen, Norway, to understand how class differences in cognition (the propensity to notice culture) contribute to inequalities in cultural participation. He investigates this using panel data from parents and children (N = 4,754), collected at two time points (2019-2021). This dataset includes information on cultural participation within families, socioeconomic data, and exposure to culture through both private influences (such as the family) and public policy.
Key findings:
Class cognition and cultural participation: The study shows that cultural participation is strongly influenced by children’s social environment. Children from families with a high cultural affinity are more actively engaged in cultural activities, while children from families lacking this affinity are less inclined to perceive and absorb culture. This creates a “Matthew effect,” where “those who already have, receive more.”
Policy initiatives: Three initiatives are examined:
- Den Kulturelle Skolesekken (DKS – The Cultural Schoolbag): This national program provides all primary school students with access to professional art and culture, but primarily reaches children who are already oriented towards culture, thereby contributing to inequality. It does this in three ways. First, those who are already welll exposed to arts and culture are also more exposed within the public cultural policy initiative (Matthew effect). Second, exposure to art in families with high cultural capital occurs at an earlier time in childhood than arts exposure in schools, which can enhance receptiveness to art exposure at school. Third, DKS is perceived and discussed in households with high cultural capital, reinforcing appreciation.
- Aktivitetskortet (Activity Card): A card that provides free access to cultural and sports activities for low-income families. However, its effect on theater attendance was limited, suggesting that financial barriers are only part of the problem.
- Information campaign: An experiment in which information about cultural activities was sent to parents showed that only those with a higher cultural affinity perceived and utilized this information, while others remained blind to it.
Cultural reproduction versus cultural mobility: This research indicates that culture is mainly reproduced within families (as described by Bourdieu) and to a much lesser extent through schools or community initiatives. This implies that policymakers are limited in their ability to effectively reduce cultural inequalities.
Unequal impact of policy measures: The study finds that, although these cultural policy initiatives are designed to democratize participation, they often end up reinforcing existing inequalities by primarily reaching children from culturally sensitive families.
Roaldsnes concludes that effective policy adjustments are necessary to achieve true democratization of culture, but that such initiatives often fail due to fundamental structural and cognitive inequalities within society.