The distinction between high culture and low culture is largely centered on class and power relations. Bourdieu (1984) states that to understand and appreciate high culture, such as theatrical art, a certain amount of knowledge is needed, which means that high culture is for people who have educational and cultural capital. It also mentions that popular culture is for the public and mainly contains the ordinary circumstances of life. Williams (2002) also mentions industries in popular culture that work to gain the favor of the majority, meaning that popular culture is banal. Bourdieu (1984) thinks that the distinction between high and low culture is the distinction between the ruling class and the working class. He uses the term social nobility to describe the situation in which the ruling class tries to introduce high and low culture to highlight the fact that the proletarians are disgusting and far inferior to them. He also thinks that the working class can never catch up with the ruling class due to lack of capital and education. Most sociologists believe that the strongest argument made by Bourdieu (1984) is the relationship between cultural capital and high culture. First, in terms of distorted educational resources, Lareau (2000), Ball (2013), Cassen, Kingston (2007) and Wexler (1992) agree that the ruling class occupies all the good educational resources to maintain the distinction . Lareau (2000) uses the example of childhood education to highlight the fact that ruling class children have more opportunities than working class children because they receive more resources, such as piano lessons, which help them better understand high culture. Ball (2013) also argues that schools care more about students who do not have many resources... middle of paper... A publication. 39 (5), P.965-982.Sulivan, A. (2002). Netherlands Journal of Science. How useful is Bourdieu's theory for researchers. 38 (2), P. 144.Williams, R. (2002). 9. In: Highmore, B Culture is ordinary. United States: Routledge. 92-100.Reay, D. (2009). The authors. Strangers in Paradise? Working-class students at elite universities. 43 (6), 1103-1121. Lareau, A (2000). Unequal Childhoods: Class, Race, and Family Life, 2nd edition with an update a decade later. 2nd ed. United States: University of California Press. P.289. Swartz, D. (1997). Culture and power: the sociology of Pierre Bourdieu. Chicago: The University of Chicago. P.4-6.Goldthrope, J (2012). Understanding – and misunderstanding – social mobility in Britain: the entry of economists, the confusion of politicians and the limits of education policy. Oxford: Oxford University Press. P.1.