An "Immanent" Social Class Effect on Participation in Higher Education? A Rejoinder to Harrison and Waller

Autor/inn/en	Noble, John; Davies, Peter
Titel	An "Immanent" Social Class Effect on Participation in Higher Education? A Rejoinder to Harrison and Waller
Quelle	In: British Journal of Sociology of Education, 31 (2010) 4, S.483-487 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Stellungnahme; Foreign Countries; Higher Education; Social Class; Statistical Analysis; Access to Education; Cultural Capital; Educational Sociology; Educational Research; Enrollment; Educational Policy; Information Dissemination; Criticism; Enrollment Influences; Socioeconomic Status; Research Methodology; Disproportionate Representation; Student Characteristics; Academic Achievement; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social classes; Soziale Klasse; Statistische Analyse; Education; Access; Bildung; Zugang; Bildungszugang; Bildungssoziologie; Erziehungssoziologie; Bildungsforschung; Pädagogische Forschung; Einschulung; Politics of education; Bildungspolitik; Informationsverbreitung; Kritik; Socio-economic status; Sozioökonomischer Status; Research method; Forschungsmethode; Schulleistung; Großbritannien
Abstract	This article responds to criticisms, put forward by Harrison and Waller in this issue, of an earlier paper by Noble and Davies. In particular, we argue that our interpretation of earlier quantitative research is correct, that Harrison and Waller have misconstrued the purpose of our previous paper and the analysis it contains, and that they (mis-)attribute to us a series of propositions and standpoints that are not in our paper. In the light of increasing policy interest in the extent to which providing information can lead to "more well-informed choices" about participation in higher education, we remain of the view that researching the role of cultural capital in the students' "immanent choices" is a matter of considerable importance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10