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Abstract
The challenges for education systems of student disaffection in working‐class schools are well known, but the implications of high levels of student optimism in the absence of the resources needed to support academic success have been less often considered. Through examination of the school experiences post‐compulsory learners in Australia, this paper seeks to identify some of the ways in which disadvantaged schools are able to command confidence and optimism from students. Analysis of the perspectives of students in schools catering to large numbers of second‐generation Turkish‐background students suggests that gender and ethnicity organise, make legible and obscure the production of educational disadvantage in these sites. I discuss the implications of strong confidence and faith in schools amongst students in light of contribution of this investment to a wider system of management and legitimisation of inequalities in schooling.
Notes
1. Equivalent National Tertiary Entrance Rank, a score derived from examination results and used by tertiary institutions to determine access.
2. This is an example of transfer from L1 (first language), the Turkish değil mi.
3. This subject only exists at Year 12 level. Students were asked ‘do you plan to study specialist mathematics next year?’
4. The highest possible ENTER score is 99.95.
5. Esma's information was incorrect. After the interview I discussed entrance requirements for law with her.
6. Technical and Further Education College. These institutions provide vocational education to school leavers, but are also now becoming involved in the delivery of school‐based programs.
7. A university entrance rank (ENTER) of 90 out of a highest possible score of 99.95.
