Devine, DympnaDympnaDevine2015-02-232015-02-232009 Taylo2009-09British Journal of Sociology of Educationhttp://hdl.handle.net/10197/6395This paper considers how first‐generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter‐generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic 'other' in school.enThis is an electronic version of an article published in British Journal of Sociology of Education, 30 (5): 521-535 (2009). British Journal of Sociology of Education is available online at: www.tandfonline.com/doi/abs/10.1080/01425690903101023Migrant childrenAgencyIdentitiesSocial capitalCultural capitalJournal Article30552153510.1080/014256909031010232015-02-20https://creativecommons.org/licenses/by-nc-nd/3.0/ie/