What's in their baggage? The cultural and social capital of Australian students preparing to study abroad

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.

World Class(ed) Talk

“…Although not focused on a working class perspective, the investigation provides insight into how class relates to perceptions of study abroad. This is similar to the findings of Green, Gannaway, Sheppard & Jamarani (2014), who examined the social and cultural capital Australian students were likely to "have packed in their bags" (p.3) as they prepared to study overseas. Similar to Zemach-Bersin's findings, the students actually preparing for a sojourn abroad had dispositions for study abroad in the sense that they "had a confidence that was rooted in multiple dimensions of privilege"; these students could not only afford to study abroad, they could also imagine themselves doing so due to prior international experience, parental involvement, a strong network of highly mobile friends and extended family and financial security (p. 7).…”

“…Further, the studies support claims that real choice in education is often a myth and the discourse about the democratization of study abroad is more rhetoric than reality (Waters & Brooks, 2010;Green et al, 2014). A common theme in critical scholarship is that many students understand and liken study abroad to a commodity (Bolen, 2003;Zemach-Bersin, 2009) that they can buy in order to gain social and cultural capital that will set them apart and be "ahead" of those who do not participate, as they supplement their education and build their resumes; in this way, study abroad contributes to social reproduction rather than mobility (Reilly & Senders, 2009, p. 242).…”

“…Considering the layers of privilege associated with study abroad participation, simply providing financial resources is unlikely to make it more accessible to the majority of lower SES students currently underrepresented in study abroad (Green et al, 2014;Martinez et al, 2008;Salisbury et al, 2009). The findings of the limited number of studies suggest that institutions should consider how they might facilitate the accumulation of capital for students traditionally not involved in study abroad to help develop a habitus and disposition to participate.…”

“…For most there was an absence of any explicit strategy why they had originally thought of studying overseas other than the pursuit of excitement, glamor, and adventure (p. 221). In addition to supporting the idea of capital resource and a habitus of comparable privilege, the three studies lend support to the ideas of social class factors as an important aspect of the predominate class of students who are predisposed to study abroad, and in most cases, with confidence and ease (Green et al, 2014). Additionally, although levels of capital may effect students differently along gender lines (Salisbury, Paulsen, Pascarella, 2010) and between white and minority students (Salisbury et al, 2011), the similar findings transnationally demonstrate the significance of class -at least in regards to intent and participation.…”

“…The findings of the limited number of studies suggest that institutions should consider how they might facilitate the accumulation of capital for students traditionally not involved in study abroad to help develop a habitus and disposition to participate. Green et al (2014) propose the possibility of students gaining "mobility capital" through such initiatives as scholarship programs, social support structures, or curricula with compulsory study abroad requirements. Without providing meaningful mobility resources to access these programs, working class students may continue to find themselves in a double-bind: the need to acquire global skills and experiences via study abroad, but insufficient capital to access these opportunities.…”