Institutional habitus in context: implementation, development and impacts in two compulsory secondary schools in Barcelona

Aina Tarabini, Marta Curran, Clara Fontdevila

Research output: Contribution to journalArticleResearchpeer-review

10 Citations (Scopus)

Abstract

© 2016 Informa UK Limited, trading as Taylor & Francis Group. This article aims to revisit the relationship between school-level variables and students’ educational opportunities through the lens of institutional habitus. This approach is particularly well suited to explore the notion of school culture because it brings to the forefront the impact of social context, avoiding some of the limitations typically associated with the long-dominant perspective of school effectiveness research. Drawing on an ethnographic approach, the article explores how institutional habitus unfolds in two urban public secondary schools in the city of Barcelona. Breaking the notion down into three main components (educational status, organizational practices and expressive order), the analysis identifies two main types of institutional habitus–one based on action and inclusion, and another based on reaction and expulsion. Ultimately, these results give insight into the complex interplay of these three components, as well as on their combined impact on students’ educational opportunities.
Original languageEnglish
Pages (from-to)1177-1189
JournalBritish Journal of Sociology of Education
Volume38
Issue number8
DOIs
Publication statusPublished - 17 Nov 2017

Keywords

  • School culture
  • educational inequalities
  • habitus
  • social class
  • teachers’ expectations

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