Narratives of Habitus: Identity Formation and Social Reproduction in an Elite International School

Abstract

This study addresses the gap in empirical research on elite identity formation within the transnational space of international schools by exploring the perspectives of students at a single elite international school. Drawing on qualitative interviews with International Baccalaureate Diploma Programme students, the research elucidates the habitus of the school, with particular attention to social class construction, identity formation, and the complexities of social reproduction. The study employs Bourdieu’s concept of habitus, alongside insights from Piketty on the relationship between capital and global inequality, to frame the students' narratives of their elite schooling. Findings reveal that while the institutional habitus shapes social reproduction, students in their responses ranged from ambivalent to critical about their elite schooling, suggesting potential for change in transnational subject formation. The research highlights an understanding among students of their positionality and the social hierarchies within international schooling, often developed outside the formal curriculum. Despite the school's promotion of international mindedness, students felt that discussions around social class and the school's role in perpetuating inequalities were often avoided. This study contributes new empirical insights into elite identity formation from the student perspective within a transnational educational setting. The paper concludes by expressing the need for elite international schools to listen to their students in order to critically examine the school’s role in social reproduction and to foster deeper engagement with issues of inequality and privilege.