What's in Their Baggage? The Cultural and Social Capital of Australian Students Preparing to Study Abroad

Autor/inn/en	Green, Wendy; Gannaway, Deanne; Sheppard, Karen; Jamarani, Maryam
Titel	What's in Their Baggage? The Cultural and Social Capital of Australian Students Preparing to Study Abroad
Quelle	In: Higher Education Research and Development, 34 (2015) 3, S.513-526 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2014.973381
Schlagwörter	Foreign Countries; Social Capital; Cultural Capital; Study Abroad; Equal Education; Access to Education; Surveys; Student Attitudes; Undergraduate Students; Exchange Programs; Interviews; Socioeconomic Status; Parent Background; Educational Attainment; Family Financial Resources; Statistical Analysis; Parent Participation; Personal Narratives; Australia + Suchen Sie Ihr Suchwort? Ausland; Sozialkapital; Studies abroad; Auslandsstudium; Education; Access; Bildung; Zugang; Bildungszugang; Survey; Umfrage; Befragung; Schülerverhalten; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Interviewing; Interviewtechnik; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Statistische Analyse; Elternmitwirkung; Erlebniserzählung; Australien
Abstract	Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01