With the rising affluence of the Chinese middle class, international schools have expanded beyond first-tier cities to second-tier cities (Wu & Zhang, 2010). The number of international schools in these cities has significantly increased over the last decade, reflecting local families' growing demand for international education as a means of accessing world-class universities (Weis & Dolby, 2012) or escaping the competitive and often discriminatory aspects of the Chinese educational system (Young, 2018). The expansion of international schools aligns with China's broader socio-economic transformations, as urban middle-class families strategically invest in education to secure their children’s future mobility and global competitiveness (Li & Bray, 2006; Yang, 2020).

International schools cater to diverse educational needs by offering curricula aligned with global standards, such as the International Baccalaureate (IB), Advanced Placement (AP), and A-level programs, which enable students to apply to overseas universities (Bray & Koo, 2004). These schools function not only as educational institutions but also as sites of privilege reproduction, where students gain access to social networks and symbolic capital that reinforce social stratification (Lauder, 2006). Given their ability to facilitate capital conversion—transforming economic and cultural capital into educational credentials—international schools contribute to the formation of an elite class competing in the global credential market (Maxwell & Aggleton, 2016).

This research investigates the educational experiences and trajectories of international secondary school graduates in a second-tier Chinese city. By analyzing their school-selection narratives and educational pathways, this study explores the influence of family capital on the decision to enroll in international schools and the subsequent access to higher education. The study also examines the intergenerational transmission of social, economic, and educational characteristics, focusing on capital conversion and class mobility within China's evolving international education market. By identifying different patterns of family educational strategies, this research provides insights into the broader mechanisms of class reproduction, mobility, and consolidation within China’s shifting socio-economic landscape (Li, 2013).

Research on international education has highlighted the role of elite institutions in reinforcing privilege and perpetuating the advantages of the upper class (Howard & Kenway, 2015; Kenway & Koh, 2015). However, the nuanced interplay between diverse family capitals and educational strategies remains underexplored. This gap is critical for understanding structural inequalities within the international education market, particularly in China, where globalization and policy shifts have reshaped educational opportunities (Wu, 2016).

This study employs Bourdieu’s (1986) theory of capital to analyze how different forms of family capital—economic, cultural, and social—shape educational decision-making and strategy. Economic capital provides access to international school tuition, extracurricular programs, and overseas applications, while cultural capital, often manifesting as global awareness, foreign language proficiency, and familiarity with Western pedagogies, facilitates student adaptation to international curricula (Lareau, 2003). Social capital, embedded in professional networks and peer influence, also plays a role in guiding families toward international schooling as a means of maintaining or enhancing social status (Ball, 2003; Power et al., 2003).

Capital conversion is central to this analysis, as family resources are institutionalized through educational qualifications, which subsequently grant access to elite universities and career opportunities (Bourdieu, 1986). Cultural capital, though an expensive and time-consuming investment, subtly reinforces class privilege and wealth, often in ways that appear meritocratic (Lareau & Weininger, 2003). As Bourdieu (1986) notes, the education system not only reproduces existing social advantages but also legitimizes them through credentialing mechanisms. This study seeks to uncover how different family capitals interact to shape educational choices, illustrating how the international education market both reproduces privilege and offers pathways for social mobility. This analysis has implications for policymakers and educators aiming to address equity issues within China's rapidly expanding international education sector.

This study conducted in-depth interviews with 49 graduates from eight international high schools in a second-tier Chinese city, employing a combination of purposive and snowball sampling (Creswell, 2013). Initially, questionnaires were distributed through graduate and alumni networks to collect essential background information on family structures, economic conditions, and educational experiences (Bryman, 2012). From these responses, 60 individuals were identified as potential interviewees, and ultimately, 49 graduates participated in semi-structured interviews. The participants represented a range of life stages, including recent high school graduates preparing for undergraduate studies, undergraduate degree holders pursuing further education, and individuals already engaged in the workforce (Patton, 2002). The participants also came from diverse family backgrounds with varying levels of economic, cultural, and social capital (Bourdieu, 1986). The semi-structured interviews were designed to explore key themes, including the motivations behind selecting international high schools, experiences during secondary education, post-graduation academic and career pathways, and the role of family influence in shaping educational choices. Specific topics included parental decision-making processes, the impact of international schooling on social mobility, and personal reflections on their educational journeys. Each interview lasted approximately one and a half hours, allowing for in-depth discussion and comprehensive data collection (Rubin & Rubin, 2012). The collected data were analyzed using a coding framework to identify patterns and themes within participants’ experiences (Saldaña, 2015). By examining how graduates navigated their educational trajectories and transitioned into higher education or professional careers, this study aims to offer deeper insights into the interplay between family capital, international education, and social stratification in contemporary China.

The study found that in second-tier Chinese cities, families with different types of capital adopt varied educational strategies regarding international education. Three distinct patterns emerged among these families: 1. Families with high economic, social, and cultural capital invest in international schools to gain a competitive edge and secure admission to prestigious universities. 2. Families with high cultural and social capital but moderate economic capital leverage their knowledge and networks to seize international education opportunities effectively. Although these families can afford international education and achieve upward mobility through international high schools, their efficiency in capital conversion is relatively low. For example, they might opt for less prestigious universities offering scholarships due to the high tuition fees of top-tier institutions or struggle to build high-quality local networks due to limited chances to attend social events. 3. Families with high economic and social capital but lacking cultural capital choose international education primarily to escape the highly competitive Chinese college entrance examination. These families' children generally do not have the same advantages in the public education system as those from families with high cultural capital. Therefore, enrolling their children in international high schools serves as a remedial measure to enhance their chances of gaining better university admission opportunities. In conclusion, although graduates from international schools exhibit different patterns of educational trajectory and class mobility based on family capital, overall, the international education market in second-tier cities in China reinforces social advantage and provides opportunities for upward mobility. The conversion of various forms of capital into cultural capital for the next generation often perpetuates existing social advantages and reinforces social hierarchies. Parents' aspirations and their cultural and social capital significantly influenced the decision to enroll children in international schools, aiming to ensure an advantage in a society characterized by intense competition and sharpened class stratification.

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