Institutional habitus is a useful concept for analysing how schools adopt certain dispositions and influence students’ educational trajectories. The literature, however, reduces its source to collective social class mediated by an institution and only employs it to explain the reproduction of inequalities. Instead, I offer a relational framework that ties the concepts of institutional habitus, field and capital, and investigate how a secondary school improves the educational engagement of working-class, second-generation Turkish immigrant youth in Germany. The findings reveal that the school’s institutional habitus combines the communal values of the immigrant community and the middle-class academic practices; the former narrows the gap between home and school, and the latter modifies the classed feelings of students. The relational framework discloses that schools’ educational status in the educational field constitutes the source of institutional habitus, and that the institutional habitus can also explain the reduction of inequalities by schools.

机构习惯是一个有用的概念，可用于分析学校如何采用某些倾向并影响学生的教育轨迹。但是，文献将其来源减少到由机构调解的集体社会阶级，仅用它来解释不平等的再现。取而代之的是，我提供了一个将制度习性，领域和资本的概念联系起来的关系框架，并研究了一所中学如何改善德国第二代土耳其工人阶级青年的教育参与度。调查结果表明，学校的制度习惯结合了移民社区的共同价值观和中产阶级的学术习惯。前者缩小了家庭与学校之间的距离，后者改变了学生的分类情感。