Dumais (2002) introduces the variable of gender to determine the ability of cultural capital to increase educational achievement. The author shows how gender and social class interact to produce different benefits from cultural capital. In fact in Distinction, Bourdieu states "sexual properties are as inseparable from class properties as the yellowness of lemons is inseparable from its acidity." He simply did not articulate the differences attributable to gender in his general theory of reproduction in the education system. Cultural omnivores Extending the theory of cultural capital, Richard A. Peterson and A. Simkus (1992) distinguish the (secondary) analysis of survey data on Americans exclusively. They use the term cultural omnivores as a particular higher status section in the US that has broader cultural engagements and tastes spanning an eclectic range from highbrow arts to popular culture. Originally, it was Peterson (1992) who coined the term to address an anomaly observed in the evidence revealed by his work with Simkus (1992), which showed that people of higher social status, contrary to elite-mass models of cultural taste developed by French scholars with French data, were not averse to participation in activities associated with popular culture. The work rejected the universal adaptation of the cultural capital theory, especially in the 20th century in advanced post-industrialist societies like the United States. Science capital In the UK, Louise Archer and colleagues (2015) developed the concept of science capital. The concept of science capital draws from the work of Bourdieu, particularly his studies focusing on the reproduction of social inequalities in society. Science capital is made up of science-related cultural capital and social capital as well as habitus. It encapsulates the various influences that a young person's life experiences can have on their science identity and participation in science-related activities. The empirical work on science capital builds from a growing body of data into students' aspirations and attitudes to science, including University College London's ASPIRES Research and King's College London's Enterprising Science. The concept of science capital was developed as a way to understand why these science-related resources, attitudes and aspirations led some children to pursue science, while others did not. The concept provides policy makers and practitioners with a useful framework to help understand what shapes young people's engagement with (and potential resistance to) science. Criticism Criticisms of Bourdieu's concept have been made on many grounds, including a lack of conceptual clarity. Perhaps due to this