This study answered how different families' resource holdings shape the aspirations and international education trajectory of secondary schools students who demonstrate specific patterns of social and cultural adaptation to Australia's schooling. It highlighted the emerging symbolic capital afforded by deep engagement with specific digital platforms for producing students' aspirational self. The findings pointed to transnational social relationships, community and school resources and educational policies being critical to shaping students' education experience far from home.
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.