Is There an Old Girls' Network? Girls' Schools and Recruitment to the British Elite

Autor/inn/en	Worth, Eve; Reeves, Aaron; Friedman, Sam
Titel	Is There an Old Girls' Network? Girls' Schools and Recruitment to the British Elite
Quelle	In: British Journal of Sociology of Education, 44 (2023) 1, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Worth, Eve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2132472
Schlagwörter	Foreign Countries; Private Schools; Single Sex Schools; Females; Reputation; Career Development; Recruitment; Personnel Selection; Alumni; Academic Achievement; Advantaged; Social Class; Social Networks; Power Structure; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Ausland; Private school; Privatschule; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Berufsentwicklung; Recruiting; Rekrutierung; Personalauswahl; Personalentscheidung; Schulleistung; Social classes; Soziale Klasse; Social network; Soziales Netzwerk
Abstract	Private schools have long played a crucial role in male elite formation but their importance to women's trajectories is less clear. In this paper, we explore the relationship between girls' private schools and elite recruitment in Britain over the past 120 years -- drawing on the historical database of "Who's Who," a unique catalogue of the elite. We find that alumni of elite girls schools have been around 20 times more likely than other women to reach elite positions. They are also more likely to follow particular channels of elite recruitment, via the universities of Oxford and Cambridge, private members clubs and elite spouses. Yet such schools have also consistently been less propulsive than their male-only counterparts. We argue this is rooted in the ambivalent aims of girls elite education, where there has been a longstanding tension between promoting academic achievement and upholding traditional processes of gendered social reproduction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01