Purpose: The present research is applied in terms of purpose and in terms of how to collect information is part of mixed research (quantitative and qualitative). The statistical population in the qualitative part includes academic and knowledgeable experts in the field of cultural capital and in the quantitative part includes all high school students in Tehran.
Materials and Methods: The sample size in the qualitative part with theoretical saturation (20 people) and in the quantitative part based on Cochran's formula was estimated 335 people. Purposeful sampling was used to select the sample in the qualitative part and stratified random sampling was used in the quantitative part. Data collection tools were qualitative, interview and quantitative, researcher-made questionnaire based on a 5-item scale. The validity of the questionnaire was confirmed in terms of form and content by several experts, the validity was confirmed by the calculation of the slope and the validity of the questionnaire was confirmed by the calculation of the square root of the AVE. The reliability of the questionnaire was obtained through Cronbach's alpha for the whole questionnaire of 0.968. Cronbach's alpha, tangent (AVE) tests, AVE root matrix, Kolmogrofs-Smirnov test, confirmatory factor analysis and sample t-test were used to analyze the data.
Findings: The results identified 10 components and 185 indicators that 5 effective components including social identity, social capital, family interactions, media consumption and lifestyle and 5 effective dimensions of academic achievement, student empowerment, social responsibility, social acceptability and student happiness
Conclusion: According to this research, education seeks to develop students' competencies and improve their performance. The educational system of the country can distribute the valuable collections of the society among the individuals and by loading it with cultural capital, it can assign them to different social positions to some extent and play an equalizing role.