Can High-Performing Academies Overcome Family Background and Improve Social Mobility?

Autor/inn/en	Barker, Bernard; Hoskins, Kate
Titel	Can High-Performing Academies Overcome Family Background and Improve Social Mobility?
Quelle	In: British Journal of Sociology of Education, 38 (2017) 2, S.221-240 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2015.1073104
Schlagwörter	Foreign Countries; School Effectiveness; Family Characteristics; Social Mobility; Case Studies; Family Influence; Student Attitudes; Values; Vocational Interests; Qualitative Research; Secondary School Students; Student Interests; Culture; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schuleffizienz; Soziale Mobilität; Case study; Fallstudie; Case Study; Schülerverhalten; Wertbegriff; Berufsinteresse; Qualitative Forschung; Sekundarschüler; Studieninteresse; Kultur; Großbritannien
Abstract	This article investigates whether schools that match Coalition Government criteria for excellence can enable hardworking students, regardless of background, to achieve good examination results and improved chances of social mobility. Students at two case-study academies were interviewed about family influences on their development and choice of education and employment pathways. In a "best case" scenario, where prototype academies have rigorously implemented government policy, are students less reliant than before on family resources, influences and dispositions? Our data suggest that family background continues to be an important influence on participants' attitudes, values, occupational interests and preferences. There are few signs that the new academy regime is creating improved opportunities for social mobility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01