Beyond the school effect: A new perspective on institutional habitus

Abstract

This theoretical work proposes a conceptual shift in the notion of institutional habitus within the field of education sociology. In early studies, the concept of institutional habitus was conceived to interpret the role played by educational institutions in reproducing student trajectories during the transition to higher education. However, drawing on Bourdieu's theory, we argue that this concept also enables understanding schools as agents endowed with habitus, capitals, and a sense of the game, thus responding to transformations within the social field. To illustrate this conceptual proposal, we analyze the responses of educational institutions to the changes in the rules of the game introduced by the Chilean education system, particularly following the enactment of the Inclusion Law. A comprehensive literature review was conducted to document the impact of this law on schools accustomed to operating under market regulations and family selection logics aimed at achieving better academic outcomes. The review reveals a certain regularity in the responses of educational institutions to the law, where differences are associated with their position within the field and the capitals accumulated over time. We conclude that this concept allows for a nuanced explanation and understanding of how institutions react to regulatory changes within the educational field.