This project explores whether the embodied cultural capital of non-white students is institutionally recognised in majority non-white schools and colleges by staff leaders at various levels. It does this through a postcolonial lens and Bourdieu's sociology. Cultural capital is the linguistic, artistic, religious, and historic heritage and knowledge of non-white students. The study explored the extent to which this embodied cultural capital is empowered and legitimised as symbolic capital by staff leaders in order for it to become part of the mainstream institutional ethos and cultural pedagogy of the two secondary schools and one sixth-form college involved in this project. This study looked at how staff leaders understand, recognise, articulate and interact with diverse cultural capital. It will conclude by applying Bourdieu's concept of 'the symbolic negation of distance' to the research sites as a way of explaining how cultural inequalities can be reproduced.