The Economic Capital Inequality of the Middle-Class Tutoring in the COVID-19 Pandemic

Abstract

This article studies the economic capital inequality of themiddle-class tutoring in the COVID-19 pandemic which the research methodology comprised a literature review and the observation and collection of data at a small tutoring institution in Bangkok. Data was analyzed by the concepts of inequality with the concepts of capital by Pierre Bourdieu.

The research findings indicate that small tutoring institutions that are immersed in the community interact very closely with students and parents. The negotiation process has been initiated between each other, both educational, economic, and social, as a result of the COVID-19 pandemic, Which leads to resulting in 1. Tutoring under COVID-19 that reflects disparities in the economic and cultural capital of middle-class families, and 2. Valuing and negotiating tutoring services using the social capital of middle-class families. Ensuring equal access to education remains a challenge for students and parents from diverse socio-economic backgrounds. The struggle to gain admission to institutions of higher education highlights the impact of capital inequality in this realm. The goal is to promote social mobility for families in the future.

Middle-class families' bargaining attempts, both students and parents, towards special education investments. It is a reflection of the failure of formal education and the deep roots of inequality in Thai society that middle-class families are trying to diminish through generational inequality. Therefore, the government must evaluate and revise its approach to education management policy.