Institutional habitus is a useful concept for analysing how schools adopt certain dispositions and influence students’ educational trajectories. The literature, however, reduces its source to collective social class mediated by an institution and only employs it to explain the reproduction of inequalities. Instead, I offer a relational framework that ties the concepts of institutional habitus, field and capital, and investigate how a secondary school improves the educational engagement of working-class, second-generation Turkish immigrant youth in Germany. The findings reveal that the school’s institutional habitus combines the communal values of the immigrant community and the middle-class academic practices; the former narrows the gap between home and school, and the latter modifies the classed feelings of students. The relational framework discloses that schools’ educational status in the educational field constitutes the source of institutional habitus, and that the institutional habitus can also explain the reduction of inequalities by schools.
‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority
