Abstract
Class has been central to European sociology and especially to sociology of education. Class origins (through one’s parents) do indeed largely determine one’s educational attainments and through them, with further support from one’s class origins, determine one’s class destination. And the cycle continues in one’s own children. However, class does not affect all ethnic groups in the same manner, given that different groups bring different resources to any given situation, in this case, education, through their ethnic capital. Ethnic capital is the social capital that may be distinctive to a particular ethnic group and so can vary across groups. It can motivate, support and channel the behaviour of members of a group. This article focuses on the ethnic capital of one set of parents and the wider community. It is based on qualitative research undertaken with a small group of British Kashmiris who have been educationally successful. The investigation explored the contribution of their parents and the wider community to their education: how the parents and the wider family communicated their expectations on education and the support and encouragement they provided to the young people. The findings showed that in a socioeconomically disadvantaged context the ethnic capital of the parents and the community can be a driving factor in their children’s education.