The Impact of Working‐class Mothers on the Educational Success of their Adolescent Daughters at a Time of Social Change

Abstract

Current unprecedented levels of academic achievement among girls from all classes raise questions about the contemporary experience of girls in general and, in particular, working‐class girls who, historically, perform less well. As the relatively low achievement of working‐class girls has been associated with family culture and influence, this, in turn, raises questions about girls’ experience in the contemporary family. This paper draws on findings from a recent research project and focuses on the contribution of working‐class mothers to girls’ achievement. Working‐class families were defined as either traditional (retaining traditional gender relations) or transitional (challenging traditional gender relations). Factors which were identified as contributing to a ‘transitional’ life trajectory for a working‐class mother might include: the impact of employment, adult education, the women's movement, and/or the experiences of divorce and lone parenting. The author concludes that while neither traditional nor transitional working‐class mothers might become greatly involved informal aspects of schooling, it is clear that their relationships with their daughters strongly influence their academic experience. Mother‐daughter relationship seemed to favour girls’ educational achievement in three main and interconnected ways: (a) by emphasising independence, (b) by providing emotional support, and (c) by influencing girls’ values in the light of current social change.