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The framework aims to make visible both core educational resources and hidden drivers of unequal outcomes, while highlighting commonalities across empirical and theoretical research. It explains how unequal amounts and types of students’ time and physiological resources, and resulting drains on capital, can generate educational inequities. The model offers a lens for analyzing educational structures, policies, and practices from an asset-oriented perspective.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-holistic-capital-model-time-and-body-capital-as-sources-of-inequity/590281/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-holistic-capital-model-time-and-body-capital-as-sources-of-inequity/590281.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the Holistic Capital Model add to existing capital theories?","Question",{"text":112,"@type":113},"It expands existing models by introducing time capital and body capital as additional forms of capital that contribute to inequity in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the model explain educational inequities?",{"text":117,"@type":113},"It argues that students may have different amounts and types of time and body capital, and different drains on these resources, which can lead to unequal educational outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"How can the theory be used in educational research and practice?",{"text":121,"@type":113},"The model provides a lens to analyze existing educational structures, policies, and practices, helping scholars and practitioners recognize, acknowledge, and measure overlooked sources of inequity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590281,1792463218,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–18 DOI: 10. 1177/23328584241255626  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Holistic Capital Model: Time and Body Capital as  \nSources of Inequity  \nClaire Wladis  \nBorough of Manhattan Community College and the Graduate Center at the City University of New York  \nMaggie P. Fay  \nTeachers College, Columbia University  \nAlyse C. Hachey  \nThe University of Texas at El Paso  \nWe present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and also (often hidden) sources of inequity,(b) identify commonalities across diverse empirical and theoretical research strands, and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields. Then, we describe how students may have different amounts and types of time and body capital, as well as different drainson capital, and how this may lead to educational inequities. We close by describing the affordances of using this theory as a lens for analyzing existing educational structures, policies and practices.  \nKeywords: equity, higher education, sociology, research methodology, capital, conceptual analysis  \nWe present a theoretical model of capital that expands existing models to introduce two new forms (time and body capital) as sources of inequity in education. Our focus is on higher education, yet this theory is relevant to other contexts. The motivation for this model is to make visible certain resources that are relevant to educational outcomes and also hidden sources of inequity. This theoretical model identifies commonalities across diverse research strands andreconceptualizes existing research from an asset framework. Research in education has often taken a deficit perspective, where the explanation for differences in outcomes between the dominant and some other group (or between individuals) is some characteristic that the dominant group has and others lack.1 Instead, our approach focuses on the ways in which universal resources are unevenly distributed or depleted, and how this creates different sets of experiences that may maintain or widen preexisting inequities. Borrowing language from related theories, we call these resources capital, and our thinking is similar to that ofBourdieu (1979, 1980, 1983, 1986) in that we conceptualize capital as a tool for explaining social structures, not just economic ones. However, the  \nmodel presented here goes beyond the categories of capital introduced by Bourdieu and others.  \nOur model evolved from several decades of teaching, advising, and researching students that have traditionally been marginalized in higher education (e.g., Black/Hispanic students, women, student parents) . Throughout the years, students have shared many aspects of their lives with us that impacted their access to education yet were neither typically accounted for by their college nor well represented in existing higher education research and theories. We developed the model presented here to better describe the lived experiences of these students, as well as to illustrate how existing higher education norms can be incompatible with students’experiences in ways that impede educational success. Inequitable distribution of resources, such as economic ones, contributes to educational gaps (e.g., Calahan et al., 2018; Jury et al., 2017), yet higher education research rarely addresses differential student time (quantity and quality of discretionary time) and bo","cbCain5jciMjHQoS","https://ap.wps.com/l/cbCain5jciMjHQoS","pdf",686270,18,"English","# Introduction\n## Capital as a framework for educational inequity\n## Time capital and body/energy capital\n## Asset vs deficit perspectives\n# Definitions\n## Core definition of capital","[{\"question\":\"What does the Holistic Capital Model add to existing capital theories?\",\"answer\":\"It expands existing models by introducing time capital and body capital as additional forms of capital that contribute to inequity in education.\"},{\"question\":\"How does the model explain educational inequities?\",\"answer\":\"It argues that students may have different amounts and types of time and body capital, and different drains on these resources, which can lead to unequal educational outcomes.\"},{\"question\":\"How can the theory be used in educational research and practice?\",\"answer\":\"The model provides a lens to analyze existing educational structures, policies, and practices, helping scholars and practitioners recognize, acknowledge, and measure overlooked sources of inequity.\"}]","The Holistic Capital Model - Time and Body Capital as Sources of Inequity | PDF",1792069236,45]