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The Degree Generation
What are the challenges for the current generation of graduate millennials? The role of universities and the changing nature of the graduate labour market are constantly in the news, but less is known about the experiences of those going through it. This book traces the transition to the graduate labour market of a cohort of middle-class and working-class young people who were tracked through seven years of their undergraduate and post-graduation lives. Using personal stories and voices, the book provides fascinating insights into the group’s experience of graduate employment and how their life-course transitions are shaped by their social backgrounds and education. Critically evaluating current government and university policies, it shows the attitudes and values of this generation towards their hopes and aspirations on employment, political attitudes and cultural practices.
Bourdieu: The Next Generation
This book will give unique insight into how a new generation of Bourdieusian researchers apply Bourdieu to contemporary issues. It will provide a discussion of the working mechanisms of thinking through and/or with Bourdieu when analysing data. In each chapter, individual authors discuss and reflect upon their own research and the ways in which they put Bourdieu to work. The aim of this book is not to just to provide examples of the development of Bourdieusian research, but for each author to reflect on the ways in which they came across Bourdieu’s work, why it speaks to them (including a reflexive consideration of their own background), and the way in which it is thus useful in their thin...
Working-Class Boys and Educational Success
This book examines the complex relationship between working-class masculinities and educational success. Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations. However, the structures of schooling in a society where working class-ness is seen as feckless, tasteless and cultureless make the processes of becoming successful more challenging than they need to be. This volume reveals the unique processes of reconciling success and identities for individual working-class boys, and the important role schools have to play in this negotiation. Highly relevant to those engaged in teacher training in socially unequal societies, this book will also appeal to practitioners, sociologists of education, scholars of social justice and Bourdieusian theorists.
Higher Education, Social Class and Social Mobility
This book explores higher education, social class and social mobility from the point of view of those most intimately involved: the undergraduate students. It is based on a project which followed a cohort of young undergraduate students at Bristol's two universities in the UK through from their first year of study for the following three years, when most of them were about to enter the labour market or further study. The students were paired by university, by subject of study and by class background, so that the fortunes of middle-class and working-class students could be compared. Narrative data gathered over three years are located in the context of a hierarchical and stratified higher education system, in order to consider the potential of higher education as a vehicle of social mobility.
Higher Education and Social Inequalities
A university education has long been seen as the gateway to upward social mobility for individuals from lower socio-economic backgrounds, and as a way of reproducing social advantage for the better off. With the number of young people from the very highest socio-economic groups entering university in the UK having effectively been at saturation point for several decades, the expansion witnessed in participation rates over the last few decades has largely been achieved by a modest broadening of the base of the undergraduate population in terms of both social class and ethnic diversity. However, a growing body of evidence exists in the continuation of unequal graduate outcomes. This can be see...
Masculinity and Aspiration in an Era of Neoliberal Education
This collection investigates the ways in which boys and young men negotiate neoliberal discourse surrounding aspiration and how neoliberalism shapes their identities. Expanding the field of masculinity studies in education, the contributors offer international comparisons of different subgroups of boys and young men in primary, secondary and university settings. A cross-sectional analysis of race, gender, and class theory is employed to illuminate the role of aspiration in shaping boys’ identities, which adds nuance to their complex "identity work" in neoliberal times.
Social Class in Europe
Over the last ten years - especially with the 'no' votes in the French and Dutch referendums in 2010, and the victory for Brexit in 2016 - the issue of Europe has been placed at the centre of major political conflicts. Each of these crises has revealed profound splits in society, which are represented in terms of an opposition between those countries on the losing and those on the winning sides of globalisation. Inequalities beyond those between nations are critically absent from the debate. Based on major European statistical surveys, the new research in this work presents a map of social classes inspired by Pierre Bourdieu's sociology. It reveals the common features of the working class, the intermediate class and the privileged class in Europe. National features combine with social inequalities, through an account of the social distance between specific groups in nations in the North and in the countries of the South and East of Europe. The book ends with a reflection on the conditions that would be required for the emergence of a Europe-wide social movement.
Schooling Inequality
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.
The Class Ceiling
Politicians continually tell us that anyone can get ahead. But is that really true? This important, best-selling book takes readers behind the closed doors of elite employers to reveal how class affects who gets to the top. Friedman and Laurison show that a powerful 'class pay gap’ exists in Britain’s elite occupations. Even when those from working-class backgrounds make it into prestigious jobs, they earn, on average, 16% less than colleagues from privileged backgrounds. But why is this the case? Drawing on 175 interviews across four case studies – television, accountancy, architecture, and acting – they explore the complex barriers facing the upwardly mobile. This is a rich, ambitious book that demands we take seriously not just the glass but also the class ceiling.
An Ethnography in an Irish Girls Secondary School
Based on an ethnographic study, this book explores the cultural experiences of a group of Irish 6th year girls. Facing the high stakes Leaving Certificate examinations while on the cusp of adulthood, this study contributes to the agency-structure debate from a feminist perspective. Findings elicit insights into incidences of social and cultural reproduction with hegemony evident in visible and invisible ways among the cultural group. This ethnography describes how a group of girls navigate this territory in school. It explores the effects of the personal, group and institutional habitus that mediate the girls’ everyday interactions. The girls’ peer interactions and contextual experiences serve as an explanatory framework, which references how power is shared, wielded and resisted among the myriad of relationships within the school. The school life of the girls is described at an individual and group level with themes such as friendship, conformity, resistance and alienation discussed, within the framework of school life. Findings related to youth culture and identities elicit challenges for the girls as they manage the duality of adolescence and scholarly endeavour.
