<![CDATA[Islamic higher education plays a strategic role in improving the quality of Muslim human resources; however, access remains influenced by social and cultural inequalities. This study aims to analyze cultural capital inequality in access to Islamic higher education through Pierre Bourdieu’s Social Reproduction Theory. It employs a qualitative approach using library research by examining relevant books, scholarly journal articles, and previous studies. Data were analyzed thematically through reduction, presentation, and interpretation based on the concepts of habitus, cultural capital, field, and social reproduction. The findings reveal that literacy traditions, academic abilities, Arabic language proficiency, religious educational experiences, digital literacy, and family support influence access opportunities and academic adaptation. The study concludes that Islamic higher education may reproduce social inequalities but can also serve as a means of social mobility through strengthened academic literacy, student mentoring, expanded access to information, and inclusive educational policies. ABSTRAKPendidikan tinggi Islam memiliki peran strategis dalam meningkatkan kualitas sumber daya manusia Muslim, tetapi aksesnya masih dipengaruhi oleh kesenjangan sosial dan budaya. Penelitian ini bertujuan menganalisis kesenjangan modal budaya dalam akses pendidikan tinggi Islam berdasarkan Teori Reproduksi Sosial Pierre Bourdieu. Penelitian menggunakan pendekatan kualitatif dengan metode studi pustaka melalui penelaahan buku, artikel jurnal ilmiah, dan penelitian terdahulu yang relevan. Data dianalisis secara tematik melalui reduksi, penyajian, dan interpretasi berdasarkan konsep habitus, modal budaya, arena, dan reproduksi sosial. Hasil penelitian menunjukkan bahwa tradisi literasi, kemampuan akademik, penguasaan bahasa Arab, pengalaman pendidikan keagamaan, literasi digital, dan dukungan keluarga memengaruhi peluang akses serta adaptasi akademik. Penelitian menyimpulkan bahwa pendidikan tinggi Islam masih berpotensi mereproduksi ketimpangan sosial, tetapi dapat menjadi sarana mobilitas sosial melalui penguatan literasi akademik, pendampingan mahasiswa, perluasan akses informasi, dan kebijakan pendidikan yang inklusif.]]>
