Schooling Inequality

Aspirations, Opportunities and the Reproduction of Social Class

Häftad, Engelska, 2024

Av Jessie Abrahams, Jessie (University of Bristol) Abrahams

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Despite a mass expansion of the higher education sector in the UK since the 1960s, young people from socio-economically disadvantaged backgrounds remain less likely to enter university than their advantaged counterparts. Drawing on unique new research gathered from three contrasting secondary schools in England, including interviews with children from three year groups and careers advisors, this book explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education. By focusing both on the stories of young people and the schools themselves, the book sheds light on the institutional structures and practices that render young people more, or less, able to pursue their aspirations.

Produktinformation

Utgivningsdatum2024-03-20
Mått234 x 156 x 14 mm
Vikt314 g
FormatHäftad
SpråkEngelska
Antal sidor198
FörlagBristol University Press
ISBN9781447360285

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Introduction1. Reproduction: Social Class Inequality in Education 2. The Three Schools3. Aspiration, Aspiration, Aspiration: ‘The Only Thing They’ve Forced Me To Do Is Keep My Options Open’4. Knowledge, Familiarity and Physical Proximity: ‘Everyone in My Family Has Gone to University, I Don’t See Why I Shouldn’t’5. Option Blocks that Block Options (GCSEs)6. Packages, Facilitating Subjects and ‘Keeping the Options Open’ (A Levels)7. Institutional Concerted Cultivation8. Aim Lower: Leashing Aspirations and Internalising Notions of (In)ability9. Jake’s Story: A Journey to Reflexivity 10. Conclusion

“Schooling Inequality is an important and timely contribution to the ongoing conversations about educational equity and social justice. Its rigorous analysis, combined with a compassionate and principled approach, makes it a valuable resource for students, scholars, educators and policy makers interested in understanding and addressing the complex issue of systemic inequalities that plague educational systems in the UK, with conceptual significance for systems globally.” Educational Review