This useful Thinking Allowed Podcast summarises two recent pieces of qualitative social research and helps further our understanding of why white working class boys underachieve in education.
The podcast starts with Michael Wilshaw in 2013 (when he was head of OFSTED) pointing out that only 35% of white girls from low income households and 26% of white boys achieved 5 GCSEs at grades A*- C.
Wilshaw states that there is no reason why such pupils shouldn’t be able to achieve, and effectively blames their failure on a lack of aspiration among white working class boys.
Two sociologists who take issue with Wilshaw’s theory are Garth Stahl (spent nine years teaching in state secondary schools in England before conducting interviews in three London schools), and Heather Mendick ( who has researched the relationship between urban youth and schooling more generally). Together Stahl and Mendick effectively argue that white working class boys don’t lack aspiration at all, what they lack is a middle class view of aspiration, and it is this which puts them at a disadvantage in education.
Schools are Based Around a Middle Class Idea of Aspiration
Stahl argues that aspiration is a big thing in contemporary education – the dominant discourse in the system (which is unquestioned) is that learning will eventually equal earning, and that it is up to the individual student to do this on their own – i.e. the right kind of aspiration is to aspire to earn and then sacrifice now in order to get the grades to get you that income in the future.
The podcast also mentions that this discourse is tied up with the neoliberal idea of ‘self-crafting’ – or working on the self to progress – and no doubt this means that part of aspiration means skilling yourself up to make yourself more attractive to employers – you know the sort of thing – D of E and other volunteering, team sports, musical instrument, winner of the Young Apprentice.
The problem with the above is that it is a very middle class definition of aspiration – the kind of thing middle class parents spend a lot more time instilling in their children than working class parents.
White Working Class Aspirations and how They Conflict with School’s
According to Stahl, working class boys do have aspirations – they generally wished for a nice, ‘ordinary life’, not to be greedy, just wanting to get a decent job and to ‘bring home the bacon’for their family.
There was a significant focus on trades (plumbing for example) as being good careers where they could do an honest days work for a decent wage, a focus on ‘authenticity’ (rather than ‘constructing an image of yourself and selling your image,, maybe?)
One point of conflict was over the paid work some of the boys did while at school – for them it was all part of their future ‘honest day’s work for an honest day’s pay’ aspiration (demonstrating a clear work ethic) but not for the school, as it conflicted with the ‘learning = earning’ discourse.
Interestingly, the boys didn’t reject school like Willis’ lads did, rather they invested in ‘ordinary learner identities’ – they didn’t want to succeed or fail and settled for middling positions in the school.
The harmful effects of the normalisation of middle class aspiration
Mendick points out that aspiration is now used to judge people – certain aspirations which do not fit into the ‘learning = earning’ discourse are seen as failures – such as being a celebrity, having a family at a young age, or just wanting to being normal for example, all of these are seen as not good enough. The effective of this is normalises a middle class pathway through life and to further denigrate working class culture and aspiration as inferior.
This is supported by Stahl who found that the boys he interviewed had a sense of working class pride, but they weren’t so loud and proud of this identity like Willis’ lads were in the 1970s.
Mendick also found evidence of some middle class children just wanting out from this competitive culture – it’s not just the working classes who are disempowered.
Finally, and depressingly, the researchers both found a widespread acceptance of self-blaming for failure.
I think these pieces of research are an invaluable antidote to the dominant culture of middle class aspiration which has infiltrated our education system.
These ideas about aspiration and individual responsibility haven’t just emerged out of thin air after all – as Zygmunt Bauman would probably out, they’re just part of the wider social process of individualisation – Where individuals are expected to find biographical solutions to system contradictions.
I think more students should question the ‘learning = earning’ equation, because in the future formal education and qualifications may well not be the best way for kids to guarantee a secure income (if, indeed they can ever gain a secure income).
Finally, we should ask ourselves whether there’s anything wrong with ‘merely’ aspiring to having a decent job, paying your way, and feeling like you’re contributing to society, rather than always wanting to ‘work harder, earn more cash and so on….’
This is only a selective commentary from the podcast, read the research if you want to find out more…!
Identity, Neoliberalism and Aspiration – Educating White Working Class Boys, and Mendick as studied the relationship
Urban Youth and Schooling
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