Debate on the effects of class on educational attainment is well
documented and typically centres on the reproductive nature of
class whilst studies of the effect of class on educational
aspirations also predict outcomes that see education reinforcing
and reproducing a student's class background.
Despite a number of government initiatives to help raise higher
education participation to 50% by 2010, for the working class
numbers have altered little. Using data from an ethnographic case
study of a low-achieving girls school the author explores
aspirations and argues that whilst class is very powerful in
explaining educational attainment, understanding educational
aspirations is somewhat more complex. The purpose of this book,
therefore, is to question and challenge popular assumptions
surrounding class-based theory in making sense of girls aspirations
and to question the usefulness of the continued over reliance of
such broad categorisations by both academics and policy makers.
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