ABSTRACT Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system. Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital. Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders. Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded. Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track. Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.

中文翻译：

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新移民的教育轨迹：文化资本结构分析的启示

摘要背景：最近西欧社会新来移民学生 (NAMS) 的涌入提出了重要的教育问题，即如何在教育系统内最好地支持移民学生。目的：我们试图研究与文化资本相关的元素——即权利感和战略知识——如何与 NAMS 的教育轨迹相关。在研究文化资本如何与教育事业相关的过程中，本研究主张从以资源为中心的方法转向以战略为中心的文化资本方法。样本：我们从法兰德斯（比利时荷兰语区）的一个城市的 6 所中学的 33 所 NAMS 收集了数据。使用了最大差异方法：这允许对法兰德斯中学教育中学术水平最高（一般轨道）和学术水平最低（职业轨道）的 NAMS 进行比较。设计和方法：我们进行了 33 次深入的传记访谈，在此期间 NAMS 重建了他们的教育轨迹。对数据进行定性分析。我们使用结构方法分析来确定每个叙述的核心结构。然后对这些结构化的片段进行主题编码。结果：在“权利感”和“教育系统的战略知识”类别中，分析发现普通轨道和职业轨道学生之间的行动策略存在差异。结论：研究结果提供的见解可以支持制定更好的策略来指导和支持 NAMS 教育。