White Middle-Class Identities and Urban Schooling

Reay, Diane; Crozier, Gill; James, David

doi:10.1057/9780230302501

Cited by 290 publications

(226 citation statements)

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“…• social and cultural capital and the practices of middle class parents to support educational progress (Ball, 2003;Brantlinger, 2003;Lareau, 2011;Reay, Crozier, and James, 2011) Feinstein also noted in his paper that the results would not surprise those working in the fields of developmental psychology, psychometrics and behavioural genetics. Studies in economics have also documented some of these processes and their effects, particularly school choice (e.g.…”

Section: Policy Implications and Policy Reactionsmentioning

confidence: 99%

Social class differences in early education

Feinstein

Jerrim²,

Vignoles

et al. 2015

LLCS

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Few pieces of recent longitudinal research have had as much influence in United Kingdom policy circles as Leon Feinstein's analysis of 1970 birth cohort study data (reported in 2003) on cognitive development assessed at ages 22 months, 42 months five years and ten years. Breakdown by social class of the test performance data demonstrated that infants of superior cognitive ability in the first assessment from working class backgrounds showed relative decline with age in test performance compared with their middle class counterparts, who while starting from an inferior position, subsequently overtook the working class group. The findings were embodied in what became a famous graph showing this crossover and consequent reversal of predicted life chances. They pointed to substantial obstacles to social mobility and were an important factor in the policy response of major pre--school educational interventions such as the Sure Start programme introduced by the Labour Government to reverse the trend, which attracted support from across the political spectrum.Subsequent re--analysis by John Jerrim and Anna Vignoles challenged the existence of the crossover as a statistical artefact attributing it to the well--known phenomenon of 'regression to the mean'. The consequence was a cooling off of support for the intervention policy directed at strengthening working class children's early cognitive performance. This shift included termination of the Sure Start programme by the new Coalition Government (Conservative and Liberal Democrat) that took office in 2010. Subsequent research has qualified the picture further raising issues on a number of methodological and substantive fronts -especially the need to give more attention to measurement error in such work and for a more nuanced interpretation of such longitudinal research results. Social class disadvantage in cognitive development is well established but the relative loss of competence developmentally needs to be treated with caution.In an opening paper Leon Feinstein reviews the methodological criticism of his original research. The points he raises are then debated in commentaries by John Jerrim and Anna Vignoles, Harvey Goldstein and Robert French, Elizabeth Washbrook and RaeHyuck Lee and Ruth Lupton. Leon Feinstein's response to these will be published in the next issue of the journal. Opening paper by Leon FeinsteinEarly Intervention Foundation, UK leon.feinstein@eif.org.uk Social class differences in early cognitive development and regression to the mean IntroductionIn April 2011 the then new Coalition Government published its social mobility strategy (HM Government, 2011). As a minor reference within the overall document, figure 2 of was reproduced on page eight as a reference to the claim that "Bright children from poorer families tend to fall back relative to more advantaged peers who have not performed as well."This claim in the strategy brought an immediate response in a press release from Professor Daniel Read (2003) Simultaneously, Jerrim and Vignoles (2011),...

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Section: Policy Implications and Policy Reactionsmentioning

confidence: 99%

Social class differences in early education

Feinstein

Jerrim²,

Vignoles

et al. 2015

LLCS

View full text Add to dashboard Cite

show abstract

“…For example, although not exclusive to middle class parents, it has been extensively documented how a competitive, 'entitled' mindset frequently characterises middle class parents' engagements with their children's school (Reay, 1998;Reay et al, 2011;Kohn, 1998). These parents expect and demand 'the best' for their children, frequently mobilising financial and cultural resources to secure advantage.…”

Section: Three Men and A Little Lady)mentioning

confidence: 99%

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Francis

Archer

Hodgen

et al. 2016

Cambridge Journal of Education

123

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Grouping students by 'ability' is a topic of long-standing contention in English education policy, research and practice. While policymakers have frequently advocated the practice as reflecting educational 'standards', research has consistently failed to find significant benefits of 'ability' grouping; and indeed has identified disadvantages for some (low attaining) pupil groups. However, this research evidence has apparently failed to impact practice in England. This article, contextualised by the authors' interests in education and social inequality, seeks to do two things. Firstly, it provides a brief analysis of the existing research evidence on the impact of 'ability' grouping, with particular reference to socioeconomic inequality; identifying seven different explanations for the poorer progress of pupils in low sets that emerge from the literature. Secondly, it applies Foucaultian 'analysis of discourse' to propose potential explanations for the apparent lack of traction of existing research with policy and practice, arguing that practices of 'ability grouping' reflect cultural investments in discourses of 'natural order' and hierarchy, with particular resonance for the discursive and political habitus of middle class parents.We postulate that investing in a powerful counter-discourse of enlightenment science, illustrated via our current randomised control trial of different approaches to pupil grouping, may offer a means to challenge hegemonic discourses that underpin current classroom practice.

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“…La investigación ha mostrado que los padres de sectores sociales más acomodados tienen estilos de crianza que generan en los niños habilidades que les permiten adaptarse al contexto escolar con mayor facilidad, y dichas prácticas de socialización suelen estar en sintonía con las expectativas de la escuela. En cambio, los padres de menor nivel socioeconómico en ocasiones esperan que la escuela se haga cargo del apoyo escolar, porque perciben que ellos no cuentan con las herramientas necesarias para ofrecer un andamiaje eficaz a sus hijos en materias académicas (Lareau, 2003;Reay, 1998;Reay, Crozier y James, 2011). También es necesario fortalecer la formación continua de los profesores, para que obtengan herramientas que los ayuden en el proceso paulatino de incorporación de los padres de estudiantes con menor nivel socioeconómico a las actividades de la escuela.…”

Section: C) Participación De Los Padres Y Apoyo a Estudiantes Vulneraunclassified

Informe de resultados del Tercer Estudio Regional Comparativo y Explicativo (TERCE) / Results Report of the Third Regional Comparative and Explanatory Study (TERCE)

…

2016

reice

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White Middle-Class Identities and Urban Schooling

Cited by 290 publications

References 0 publications

Social class differences in early education

Social class differences in early education

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account

Informe de resultados del Tercer Estudio Regional Comparativo y Explicativo (TERCE) / Results Report of the Third Regional Comparative and Explanatory Study (TERCE)

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