ABSTRACT
In this chapter, the authors reconstruct in more detail how income and assets structure the decision-making process for or against the school year abroad. The familial social capital in the form of networks and social relations is an additional dimension in the authors' analysis. However, a look at the capital endowment of families and its specific effect on familial educational practices and the associated decision situations is not enough in itself in order to sufficiently understand the class differences in the acquisition of transnational human capital. It is also necessary to take a closer look at the values of the families and their class-specific modes of parenting. In discussing the effect of different types of capital and parenting styles on whether a student completes a school year abroad, the authors analyze the various strategies that are pursued by parents and young people in this context.
