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A theoretical concept of educational upward mobility

A theoretical concept of educational upward mobility
A theoretical concept of educational upward mobility
This paper's topic is the educational upward mobility of members of the working class. It seeks to find out what makes educational success possible and aims to build a theory of educational upward mobility. Data have been collected through biographical-narrative interviews of Austrian graduates from working-class backgrounds. Their narratives have been analysed abductively, by creating hypotheses from observation of empirical phenomena. As a result, the need for higher education for identity is revealed as a constitutive factor for educational upward mobility. Thus, members of the working class are educationally upwardly mobile when their identities are related to higher education. This finding might explain why policies which do not address fundamental societal and institutional changes often fail to increase the educational success of members of the working class
0962-0214
57-72
Kupfer, Antonia
0d42c459-369a-4998-bcfb-1ac38e1e33d3
Kupfer, Antonia
0d42c459-369a-4998-bcfb-1ac38e1e33d3

Kupfer, Antonia (2012) A theoretical concept of educational upward mobility. International Studies in Sociology of Education, 22 (1), 57-72. (doi:10.1080/09620214.2012.682795).

Record type: Article

Abstract

This paper's topic is the educational upward mobility of members of the working class. It seeks to find out what makes educational success possible and aims to build a theory of educational upward mobility. Data have been collected through biographical-narrative interviews of Austrian graduates from working-class backgrounds. Their narratives have been analysed abductively, by creating hypotheses from observation of empirical phenomena. As a result, the need for higher education for identity is revealed as a constitutive factor for educational upward mobility. Thus, members of the working class are educationally upwardly mobile when their identities are related to higher education. This finding might explain why policies which do not address fundamental societal and institutional changes often fail to increase the educational success of members of the working class

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Published date: March 2012
Organisations: Southampton Education School

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Local EPrints ID: 338886
URI: http://eprints.soton.ac.uk/id/eprint/338886
ISSN: 0962-0214
PURE UUID: c2bb8554-aecd-4aff-8a55-94b3cdb402f2

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Date deposited: 18 May 2012 10:33
Last modified: 14 Mar 2024 11:06

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Author: Antonia Kupfer

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