The Transformation of Privilege in Elite Schools in Turkiye

The theme of ascribed or achieved privilege has been a focus of research in the field of elite schools, often situated within a meritocratic discourse obscuring the presence of class privilege. However, the predominance of studies conducted in global north countries has prompted the question of how privilege is experienced in contexts where an aristocratic tradition may not be as prevalent. Within the Turkish context, elite schools were founded during the late Ottoman era to educate future bureaucratic elites, who were expected to revert the downturn of the empire. Following the Turkish Republic, these schools have retained their prestige to the present day. This study, based on the findings of an ongoing doctoral research project, seeks to elucidate the ways in which privilege is experienced in Turkish elite schools. It employs a qualitative methodology, comprising 35 in-depth interviews with graduates of different cohorts from the most prestigious three elite schools, two state schools and one private school. Grounded theory research design was adopted in data analysis and the findings were supported with descriptive quantitative data. The findings indicated that graduates of Turkish elite schools legitimize privilege via the notion of 'earned privilege' and the acquisition of 'elite qualities'. However, there are notable differences in the accounts of graduates with regard to the source of privilege. In line with Bernstein's conceptual framework, the older graduates (pre-2000) primarily highlighted 'technical-instrumental gains', such as access to a high-quality education and proficiency in foreign languages, whereas the younger generation emphasized the value of 'practical-expressive gains', including the school's brand image and alumni network. Again, while graduates of state schools emphasized the fraternity discourse among students, graduates of the private school emphasized the material opportunities provided by the school. The reasons for these differences are analyzed in the study in comparison to the related literature.