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Sociology and cognitive science investigate social inequalities at school in a different way. On the one hand, although the sociological concept of “cultural capital” is essential in explaining the phenomenon, it needs to be considered anew. On the other hand, recent studies from cognitive science highlight, in a somewhat piecemeal manner, some proximal factors that mediate the causal relation between socioeconomic status and educational outcomes. Our aim is to provide an overview of these interdisciplinary contributions to show the convergence between the two scientific fields. In particular, the concept of “cognitive capital,” based on the executive control of behavior, offers a new way of understanding the academic profitability of family experience. The cognitive development perspective echoes studies analyzing the cultural transmission of a capital which predisposes toward social inequalities when it comes to academic success.