In the opening chapter of the book, I make an attempt to historicise Bourdieu’s relational sociologyRelational sociology, methodological pluralismMethodological pluralism/polytheism, and exploratory quantitative inquiries. The objective is to lay a conceptual foundation and provide a rationale for quantitatively putting Bourdieu to work in educational research. Existing literature has extensively and thoroughly discussed Bourdieu’s key concepts, particularly his signature triad of capitalCapital, habitusHabitus, and fieldField. However, less scholarly attention has been given to the relational and reflexive thinking embedded in Bourdieusian conceptualisation. Therefore, another objective of this chapter is to go beyond merely dissecting Bourdieu’s theories and to present an intellectual engagement with his theorising. This does not mean omitting any introduction of Bourdieu’s theories altogether. Rather, his key concepts will be explicated within the context of each empirical chapter. This organisation of writing aligns with Bourdieu’s empirical-theoretical-methodological trinity, that is, the Bourdieusian “methodic circleMethodic circle” that exposes the entire system of relations between empirical evidence, theoretical perspective, and methodological framework. This methodic circleMethodic circle, therefore, circumvents the a Bourdieusian problem of separating the theoretical sociological world from the empirical social world of theoretical production.