The Making of Transnational Distinction: An Embodied Cultural Capital Perspective on Chinese Women Students' Mobility

Autor/inn/en	Zhang, Siqi; Xu, Cora Lingling
Titel	The Making of Transnational Distinction: An Embodied Cultural Capital Perspective on Chinese Women Students' Mobility
Quelle	In: British Journal of Sociology of Education, 41 (2020) 8, S.1251-1267 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Siqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1804836
Schlagwörter	Females; Cultural Capital; Student Attitudes; Foreign Students; Gender Differences; Immigrants; Participant Observation; Student Mobility; College Students; Race; Ethnicity; Social Class; Creativity; Self Concept; Peer Groups; International Education; Foreign Countries; Asians; Occupational Aspiration; United Kingdom; China + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Schülerverhalten; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Teilnehmende Beobachtung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Collegestudent; Rasse; Abstammung; Ethnizität; Social classes; Soziale Klasse; Kreativität; Selbstkonzept; Gleichaltrigengruppe; Peer Group; Internationale Erziehung; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Berufsneigung; Berufsziel; Großbritannien
Abstract	Transnational distinction is highly relevant in an age when western degree inflation intersects with harsh gender expectations for Chinese women student migrants, a significant group of players in the scene of UK higher education. Drawing on participant observation and interview data and building on existing theories of cultural capital, this article explores how 25 Chinese women students constructed 'transnational distinction'. Through investigating how newly acquired embodied cultural capital during mobility contributed to the construction of distinction, we argue such distinction is manifested through participants' cognisance of field-specific rules. Their understanding of the complex racial/ethnic and class fabrics of the British society impelled them to be creative in constructing their distinction, particularly seeking diverse peer reference groups. This adds to the extant literature through demonstrating that purposeful comparison and connections can be made across home, host and other destinations, in the women students' quest for transnational distinction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01