ABSTRACT
This chapter explores the relationship between the institutional and the family habituses, and the implications for university choices. The high level of support provided by some schools is recognized by the pupils and their families as a means of maximising their chances of a successful transition to university. The combination of social networks and cultural capital of the school and the home allows the girls at Brangwyn Hall to maximize the benefits of their engagements with higher education, both in terms of subject and institutional options. The family was obviously angry and frustrated with the limited levels of guidance and support they had received from the school. The families' confusion about the higher education system became increasingly apparent throughout the interview. To ensure a greater success at A-level, the more market aware school use a variety of different Examination Boards, often entering candidates for examination by several different Boards.
