Time, class and privilege in career imagination

Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens

Bibliographic Data

ID4356010
AuthorsCora Lingling Xu (0000-0003-3895-3934, Durham University, corresponding author)
Year2021
Volume30
Issue1
Pages5-29
Publication date2021-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTime & Society (JOURNAL)
Journal identifiersISSN: 0961-463X • E-ISSN: 1461-7463
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0961463x20951333
OpenAlexW3081408760
LanguageEN
Citations received37
References cited34

Existing research and policy on international students' study-to-work transition fall short of a temporal theoretical perspective that is sensitive to the fluid and class-stratified nature of their career imagination. Career imagination refers to how international students conceive of, enact and reconfigure their careers as they encounter novel circumstances along their life courses. Drawing on in-depth interview data with 21 Chinese international students and graduates at UK higher education institutions, this article adopts a primarily Bourdieusian framework that centres around how time, class and privilege intersect to shape these students' career imagination. In this framework, time is conceptualised both as a form of coveted cultural capital and as an underlining mechanism that constitutes these students' habitus. This theoretical orientation facilitates exposition of the complex rationale behind the two observed temporal career strategies, 'deferred gratification' and 'temporal destructuring' and accentuates nuanced inequalities pertaining to fine-grained familial class backgrounds and places of origin of these students. This article furnishes empirical cases that challenge extant policy and empirical literature's tendency to consider international students and their career imagination as homogeneous, individualised and present-focused. Instead, the empirical findings reveal how these Chinese international students' career imagination is class-differentiated, embedded within and influenced by broader temporal structures and constantly evolving. This article thus advances understanding about how temporally sensitive and better differentiated career supports should be and could be tailored for international students at policy and practice levels

Class (philosophy · Cultural capital · Empirical research · Epistemology · Habitus · Pedagogy · Political science · Privilege (computing · Social science · Sociology · Higher Education and Employability · International Student and Expatriate Challenges · Law · Social and Cultural Dynamics

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