Can high-performing academies overcome family background and improve social mobility?

Abstract

This article investigates whether schools that match Coalition Government criteria for excellence can enable hardworking students, regardless of background, to achieve good examination results and improved chances of social mobility. Students at two case-study academies were interviewed about family influences on their development and choice of education and employment pathways. In a ‘best case’ scenario, where prototype academies have rigorously implemented government policy, are students less reliant than before on family resources, influences and dispositions? Our data suggest that family background continues to be an important influence on participants’ attitudes, values, occupational interests and preferences. There are few signs that the new academy regime is creating improved opportunities for social mobility.

Keywords:

• education and social mobility
• inequality
• disadvantage
• school reform
• academies
• family background

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Labour documents include Cabinet Office (2008), HMG (2010) and the Panel on Fair Access to the Professions (PFAP 2009). Coalition proposals are presented in DfE (2010) and HMG (2011).

2. Four major studies have provided much of the data used in social mobility analysis: the National Child Development Study, from 1958; the British Cohort Study, from 1970; the British Household Panel Survey, from 1991; and the Millennium Cohort Study, from 2000.

3. Chart reproduced in Hoskins and Barker (2014, Figure 2.1).

4. See Hoskins and Barker (2014) for full discussion of habitus theory.

5. Interviews cited as pseudonym (e.g. Jack), school (FH, Felix Holt; or SP, South Park) and group (A or B).