International Capital and Social Class: A Sociology of International Certification in French Urban School Markets

Autor/in	Maire, Quentin
Titel	International Capital and Social Class: A Sociology of International Certification in French Urban School Markets
Quelle	In: British Journal of Sociology of Education, 43 (2022) 8, S.1175-1195 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maire, Quentin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2114427
Schlagwörter	Social Class; Social Capital; Cultural Capital; Family Financial Resources; Family Characteristics; Foreign Countries; International Education; Language Enrichment; Second Language Learning; Second Language Instruction; School Choice; Advantaged; Middle Class; Educational Strategies; Disproportionate Representation; Urban Schools; Elementary Secondary Education; Track System (Education); Equal Education; Institutional Characteristics; School Location; Advanced Placement; Programs; Access to Education; Educational Opportunities; Social Differences; France + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Sozialkapital; Ausland; Internationale Erziehung; Zweitsprachenerwerb; Fremdsprachenunterricht; Choice of school; Schulwahl; Mittelschicht; Lehrstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leistungsgruppe; Leistungsdifferenzierung; Schulgelände; Program; Programme; Programmes; Programm; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Sozialer Unterschied; Frankreich
Abstract	The internationalisation of educational trajectories has emerged as a new form of cultural capital in education systems. Research suggests that the 'international capital' offered by language enrichment programs has become appropriated primarily by middle- and upper-class families investing in new forms of educational distinction. However, little is known about the appeal of international capital to different class fractions. In this paper, I draw on Bourdieu's theory of class and administrative data on French students and schools to examine the role of international certification in class practices of school choice. The analysis reveals that specific fractions of the upper-middle and upper classes are over-represented in schools offering international certificates. I use the findings to discuss the role of family resources and education system structures in the making of educational strategies. I conclude by highlighting the importance of empirically grounded analyses of the sociological significance and limits of international capital in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01