Sociology Essay: Assessing Student Mobility Through Bourdieu's Theory

This essay critically assesses current trends in international student mobility through the lens of Bourdieu's cultural reproduction theory. It explores how the English language functions as a form of cultural capital, impacting access to higher education and professional opportunities. The analysis examines how privileged families invest in English language education to reproduce their social class, creating inequalities for those without such resources. The essay further discusses the role of international scholarships, the dominance of English in academia, and the potential for brain drain in developing nations. It concludes by highlighting the perpetuation of social class through educational systems and the need to address inequalities in student mobility.

Running head: SOCIOLOGY AND SOCIAL SCIENCES
Sociology and Social Science
Name of the Student:
Name of University:
Author Note

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Using Bourdieu’s cultural reproduction theory, critically assess current trends in
international student mobility.
More and more people are deciding to study abroad. Many claim to be very beneficial
for the confidence, but more importantly, it can be very beneficial for their professional
careers, especially if they study in countries where the official language is English. English,
today, can be associated with symbolic value and can be considered as a form of cultural
capital. However, according to Bourdieu and his theory of cultural reproduction, this may
have a less beneficial impact for others, since English language could give rise to social
inequalities. It is possible to assess current trends in international student mobility with this
idea in mind. Firstly, drawing on Bourdieu theory of cultural reproduction, I will explain how
parents who have the means, and an educational institution of international recognition
promote the learning of English language to their children as a tool of great utility, not only to
guarantee access to the best universities of the world, but also for their professional
development in future. However, this brings me to the second point of this essay, practice
brings inequalities, worldwide. People who do not have opportunities to learn English are
somehow discriminated by the institutions which are among the top rankings. Further,
international scholarships could not only be holding back development of countries in global
south, but also reinforces dominance and supremacy of English as a language, especially in
the universities which use it as a teaching.
According to Bourdieu, in his theory of cultural reproduction, there is a relationship
between original class membership and ultimate class membership. This relationship is
developed by the education system (Bourdieu, 1976). According to Bourdieu, the

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socioeconomic position of the parents make it clear about the opportunities of life which their
children will have in future. Young couples, with higher education, who provide income at
home, organize their lives to have one or few children so that they have opportunities to
afford an education similar to what they had. It draws contrast with the under privileged
couples who are less educated and have incomes lower than others. They tend to have more
children, whom they may not be able to provide quality education, guarantying a different
and more privileged life as compared to their parents (Smeeding et al, 2011). In countries
where the official language is not English, privileged couples of this century have understood
that a way to transfer cultural capital to their children is through investing on learning English
language. In many countries, there are private schools of bilingual education, where children,
from a very young age, are educated in the official language of the country as well as in
English. As a result, these young people at the end of school are ready for higher education,
opting for a wide range of opportunities in the best universities across the globe.
In a qualitative and cross-cultural research study carried out by the Macrothink
Institute, it has been found out that English language has a symbolic value and to many, it
represents cultural capital. Perhaps, due to colonization, neo colonization, globalization and
hence, migration, English is no longer the language of the whites or of British origin. People
from all ethnicities and cultures, whether native or not, are interested in its domain. English
has, thus, become the language of all people. English, nowadays, is a form of personal
development. Learning English, could be, identified as an investment made in a commodity
of great value, due to the basic utilities associated with it, in a modern and globalized world.
It has, thus, taken a form of cultural capital. Those who made the decision to study English
language, related it to their technological advancement, better economic and professional
opportunities as compared to those who do not choose the same (Malik and Mohamed, 2014)

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For parents, English is a linguistic capital which can be added. It is because of this
reason that people who are not from English-speaking countries natively, yet have the
financial means, enrol their children in bilingual schools. For example, King’s Group is a
group of British schools with international recognition which offers British education. It
advertises itself as “the one that has produced, since the 1960s, men and women who today
are leaders in their labour fields.” These schools are currently located in the United Kingdom,
Spain (Madrid, Alicante, Elche, Murcia), Panama, Latvia and Germany (Kings College
schools, 2017). The classes are conducted in English by native British teachers, with
exceptional knowledge of lessons in foreign languages. The lessons are taught in the official
language of the country, by speakers who are native to these countries. These schools educate
students for a period of 18 months until they are ready for university education at age 18.
King’s College prepares students to win places in what they call “excellent universities”
which include: St Andrews, Manchester, Yale, Cambridge, Oxford, and London School of
Economics (Kings College schools, 2017). All of the universities are located In United
Kingdom and North America, which are English language speaking countries.
Therefore, it is quite known that studying abroad is a luxury which everyone cannot
afford. Parents who can afford paying for these schools thus know, for their children to be
victorious, they must invest in their education. It provides an explanation for the current
trends in international student mobility. It can thus be said that, more knowledge you get
abroad, the better your CV will looks, which ascertain better opportunities in life. I believe,
that the trends of international student mobility is on the rise, for what is known to many as
the "competitive world." In this competitive world, where the battle for better jobs is also

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driven by employers, have been characterized by employing those with more transferable
skills. Therefore, the advantage of speaking English and international experience often
increase the chances of having better jobs and earning better salaries. Having studies abroad
can strengthen skills, resources and competitive advantage of graduates in the labour market
and, for this reason, can be highly valued by individuals and potential employers. However,
this reproduction of cultural capital and treating of learning languages as a natural gifts and
not as social gifts can bring with it, another reproduction which is social inequality. There is a
great mark of difference between people graduating from English-speaking universities and
those who do not.
According to Bourdieu, the education systems of industrialized societies function in
such a way that it legitimizes class inequalities. Success, in the education system is facilitated
by the possession of cultural capital and of higher class habitus. He understands that the
trends in mobility of international students are greatly influenced by the cultural
reproduction. In the context of the usage of English as the capital language, it is to be
understood that the assumed supremacy of the language has put itself as a capital language.
The knowledge of English, is thus, indispensable to have the accesses to the top ranked
universities of the world (Pherali 2016). Students, who are otherwise meritorious, but did not
have opportunities of learning English, are being discriminated by colleges and students with
such accesses. Thus, Bourdieu views the cultural reproduction as a means of class
inequalities in educational attainment.
According to Bourdieu’s Cultural Reproduction Theory, the dominance or supremacy
of English for decades, since the colonial era, has generated a sense of fear mixed with

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honour for the language. The “third world” countries particularly, view English as the only
resource for bright careers and opportunities in future (Pherali 2016). As a result of such
assumption and practices, the indigenous culture or language of various origin are suffering
due to negligence and distortion. Bourdieu refers to economic and social capital (social
relationships and networks) as well as symbolic and cultural capital in his theory. Although
the economic condition of the English speaking nations are comparatively higher, there has
been a cultural assumption that they are of the supreme class. It is, however, true to a great
extent that the researches which are conducted on science and concern other scientific
journals, can be easier to get published, if the medium of writing is English. It is often argued
by many people that English has become a common medium for interaction. In a diversified
culture of an international learning institution, a common medium is required to cope up and
hence, English. However, many view this imposition as “how white supremacy initiates the
themes of how ethnicity has to be cleansed with the recognisability of earned
prosperity.”(Mazrui 2019)
The current generation of students who have to move from their own countries and
adapt to the less vibrant culture of a different place, mostly discover that they have to replace
their native language with another for their mode of survival. In an article, published by the
Spanish newspaper El Pais, “The 500 best universities in the world according to the
‘ranking’of Shanghai", it states that, the "best" 20 universities are distributed across United
Kingdom, United States and in Switzerland (El Pais, 2019). The universities are MIT,
Stanford and the University of Penninsylvia, which rank among the top ten universities in the
world and refuse to have any means of teaching other than English. If this is viewed from a
broader perspective, this seems to be a discrimination not only towards the lower class, but
also directed at the rest of the universities in the world. A closer study reveals that it is a

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capitalist approach to show that the students admitted or who achieve places in the best
universities across the world, come from class high.
Therefore, even the idea of studying abroad seems excellent to beautify curriculums,
have experience in other cultures and especially in other languages. However, it leaves
behind those who do not have opportunities to learn English language and / or study abroad.
Not only does this promote inequalities among students worldwide, but it is also the factor
which influences the little progress of countries in the global south in terms of development.
The promotion of scholarships and grants to students from developing countries and
prestigious universities are done, so that the students are able to study in countries like United
Kingdom or US. This serves as a measure in favour of development but it seems not to be
working. It is understood that the goal is that, students after finishing their studies, would
return to their home countries with "Western degrees". However, many of these students
decide to stay back in the western countries instead, which generate a loss of talent for the
developing nations (Bothwell, 2020). This brain drain results in two things, the perpetuation
of the English language as the dominant language in the world and leaving behind those who
cannot learn it. Therefore, it weakens the educational institutions in developing nations.
Hence, it sounds like a solution for this matter, that the investment made in scholarships are
for the students from countries of global south, so that they pursue studies in countries of
global north. It is, thus, devoted for the educational institutions of developing countries to
improve education, finance students and encourage more people to enrol in higher education.
Thus, the reasons behind the current trends in international student mobility can be
understood. I suppose, that parents who have capabilities and resources to offer quality

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education to their children, shall do so with the premise that they want the best for their
children and their futures. Nonetheless, it seems that it is a culture that continues to
reproduce, where it does not allow other people to mobilize socially. It can also be
understood that the dynamics will always remain the same, which include same social class,
same language and same countries which continue to be dominant.
As a speaker with English as second language, it makes me an international student. I
struggle and often find my thoughts to be colliding with each other. Therefore, I dare to
conclude, by saying that international student mobility trends are of great benefit for students
who have the means to pursue. It allows personal and professional development in a
globalized world, where the language which dominates the world is English. Nonetheless,
Bourdieu's work has been enlightening as we are products of the cultural reproduction, which
continues to grow forward from generation to another and mediated by the educational
system. The educational system in the growing nations continue to reproduce itself while the
system in countries of the global south become stagnant and make slow progress, especially
where other native languages are dominant. The international grants and scholarships which
are measures to help the development of underdeveloped societies do not seem to be of much
help, since it perpetuates English as the dominant language and keep placing the same
universities in the higher ranks, without giving opportunity to the rest of the world. The more
important matter which should be considered is that it leads to brain drain, slowing the
development of these countries. The current trends to study abroad has become a way of
maintaining cultural capital of the families being able to afford it, which in the end, only
favours the minority. Today it also remains detrimental for those who cannot afford by
slowing down the social mobility.

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