The University of Southampton
University of Southampton Institutional Repository

Educational aspirations among UK young teenagers: exploring the role of gender, class and ethnicity

Educational aspirations among UK young teenagers: exploring the role of gender, class and ethnicity
Educational aspirations among UK young teenagers: exploring the role of gender, class and ethnicity
Large socio-economic differences in educational attainment and participation in Higher Education are seen in the UK. Furthermore, improvements in attainment and in rates of progression to university have been much faster for most ethnic minority groups than for White children. Political rhetoric explains these differences in terms of a lack of aspiration, particularly among White, working class boys. This paper extends recent work by examining the intersection of gender, class, and ethnicity in their association with aspirations for higher levels of education among teenagers born in the late 1990s and early 2000s. We adopt a developmental-context approach using detailed information collected from teenagers and their parents within the United Kingdom Household Panel Survey. White boys from the lowest occupational class and from workless households have the lowest aspirations (around one half have a positive aspiration for college or university) because the three elements – being White, male, and working class – combine in an additive fashion to encourage lower aspiration. However, even though this figure is low, it is higher than the percentage of working class boys who go to university. Thus focusing on aspirations alone will not on its own reduce ethnic differences in HE participation. Class and ethnic differences in parental attitudes towards education, levels of parental engagement with their children’s schoolwork, and in the quality of the parent-child relationship act as important mediating factors. KS2 scores from the English National Pupil Database demonstrate that attainment is also a key mechanism through which parental class influences teenager’s aspirations.
0141-1926
729-755
Berrington, Ann
bd0fc093-310d-4236-8126-ca0c7eb9ddde
Roberts, Steven
64f3ad9d-992d-4572-b01e-2924dffa3979
Tammes, Peter
d01a9435-39db-4dce-a4aa-e732f00899bd
Berrington, Ann
bd0fc093-310d-4236-8126-ca0c7eb9ddde
Roberts, Steven
64f3ad9d-992d-4572-b01e-2924dffa3979
Tammes, Peter
d01a9435-39db-4dce-a4aa-e732f00899bd

Berrington, Ann, Roberts, Steven and Tammes, Peter (2016) Educational aspirations among UK young teenagers: exploring the role of gender, class and ethnicity. British Educational Research Journal, 42 (5), 729-755. (doi:10.1002/berj.3235).

Record type: Article

Abstract

Large socio-economic differences in educational attainment and participation in Higher Education are seen in the UK. Furthermore, improvements in attainment and in rates of progression to university have been much faster for most ethnic minority groups than for White children. Political rhetoric explains these differences in terms of a lack of aspiration, particularly among White, working class boys. This paper extends recent work by examining the intersection of gender, class, and ethnicity in their association with aspirations for higher levels of education among teenagers born in the late 1990s and early 2000s. We adopt a developmental-context approach using detailed information collected from teenagers and their parents within the United Kingdom Household Panel Survey. White boys from the lowest occupational class and from workless households have the lowest aspirations (around one half have a positive aspiration for college or university) because the three elements – being White, male, and working class – combine in an additive fashion to encourage lower aspiration. However, even though this figure is low, it is higher than the percentage of working class boys who go to university. Thus focusing on aspirations alone will not on its own reduce ethnic differences in HE participation. Class and ethnic differences in parental attitudes towards education, levels of parental engagement with their children’s schoolwork, and in the quality of the parent-child relationship act as important mediating factors. KS2 scores from the English National Pupil Database demonstrate that attainment is also a key mechanism through which parental class influences teenager’s aspirations.

Text
Berrington et al educational aspirations.pdf - Accepted Manuscript
Available under License Creative Commons Attribution.
Download (589kB)
Text
pdf - Version of Record
Available under License Creative Commons Attribution.
Download (15kB)

More information

Accepted/In Press date: 8 February 2016
e-pub ahead of print date: 22 July 2016
Published date: October 2016
Organisations: Social Statistics & Demography

Identifiers

Local EPrints ID: 388213
URI: https://eprints.soton.ac.uk/id/eprint/388213
ISSN: 0141-1926
PURE UUID: 23309789-b050-447a-95a6-19edfa1eaffd

Catalogue record

Date deposited: 22 Feb 2016 16:16
Last modified: 15 Aug 2019 05:35

Export record

Altmetrics

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×