Reproduction of inequality in face-to-face/online education in the context of Bourdieu Sociology: The case of Ankara

The right to access quality education and inequality of opportunity have been among the important issues discussed in the pedagogical framework since the second half of the 20th century. In today's debates, the questions of whether schools really create an open society or reinforce class distinctions, regardless of the identities and opportunities of individuals, remain up-to-date. The argument that is mainly studied and wanted to be shown in our study; The academic success of students with different social, cultural and economic capitals is also shaped accordingly and the academic success situation is affected during the online education period. In order to explore this relationship, Ankara Fen Lisesi, Süleyman Demirel Anadolu Lisesi, Gülveren Anadolu Lisesi and Şehit Yasin Bahadır Yüce Anadolu İmam Hatip Lisesi were selected in Ankara. High school students were reached and the social, cultural and economic capital levels of the students and their families were measured. In addition, determinations were made to reveal the problems experienced by the students participating in the online training during this training and the quality of the education. In order to collect data from the field, first of all, the literature was scanned and online survey questions were prepared as a result of the study. Descriptive statistics, exploratory factor analyses, t tests, chi-square tests, correlation tests, and regression tests were performed on the answers of 408 students using the SPSS statistics program. In our study, on the basis of a research question; (12) hypothesis was tested. (10) hypotheses were confirmed and 2 were not. In this context, significant effects of social, cultural and economic capital on academic achievement have been determined. It has been found that the inequality that exists with online education is getting deeper.