Class Strategies and the Education Market: The Middle Classes and Social Advantage

By S. Ball. 2003

1,519 citations recorded by the source corpus.

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Citations in the corpus

‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability (2008, background): “They may be further mirroring wider cultural tensions among the expanding middle class who are finding it increasingly difficult to subscribe to traditional notions of merit as a way of winning positional advantage (Ball 2002; Brown and Hesketh 2004).”
Mixed‐income schools and housing: advancing the neoliberal urban agenda (2008, background): “The narrative linking spatial concentration of poverty with welfare dependency, single-parent families, and crime and the salutary effect of middle-class role models is pervasive in HOPE VI literature (Brophy and Smith 1997; Popkin et al. 2004).”
Education, Equality and Social Cohesion: A distributional approach (2003, background): “Stephen Ball (2003) cites studies across a number of countries, including the UK, USA and France, showing how the activities of middle-class parents in monopolising Parent Teacher Associations and accessing networks of ‘hot knowledge’ concerning schools and universities impede working-class access…”
Neutrosophic Decision Making Model of School Choice (2015, positive): “[10] S. Ball.”
Advocacy networks, choice and private schooling of the poor in India (2010, background): “We do not set out here to debate questions of private schooling or choice – we have researched them extensively in other settings (see Ball, 1997, 2001, 2003) – or seek to interrogate the evidence mobilized in the processes of advocacy, though we have concerns about some of the knowledge claims…”
Determinants of school choice: understanding how parents choose elementary schools in Alberta (2004, background): “, 1996), and privileges the middle-classes who have the economic, social, and cultural capital to use the education market as a strategy to reproduce their social class and secure their relative advantage, social advancement, and mobility (Ball, 2003).”
The transition from vocational education and training to higher education: a successful pathway? (2008, background): “Both decisions are influenced by a range of different factors, for example their personal interests, social or ethnic background, social capital, and so on (Ball 2003; Connor 2001; Connor et al. 2004; Furlong 2005; Reay, David, and Ball 2005); prior attainment certainly plays a crucial role.”
Choosing for quality or inequality: current perspectives on the implementation of school choice policy in Sweden (2010, background): “According to Ball (2003), we can discern between the ‘cold’ knowledge (average grades, inspection reports, supplementary programs) and ‘hot’ knowledge (status, reputation, social networks) parents possess about a school.”
Students’ use of extra-curricular activities for positional advantage in competitive job markets (2013, background): “Switzerland is therefore different from France and its Grandes Ecoles or the UK with Oxbridge (Ball 2003).”
Causes of educational segregation in Sweden – school choice or residential segregation (2016, background): “School choice is practised to a varying extent in families of different social and ethnic backgrounds, and this may exacerbate the school segregation greatly (Ball, 2003; Ball, Reay, & David, 2002; see also, Levin, 2002; McEwan, 2000).”
Globalisation, knowledge and the myth of the magnet economy (2006, background): “At the societal level this congestion has already led to intense conflict amongst the middle classes (Ball, 2003; Power et al., 2003).”
Graduate Employability: A Review of Conceptual and Empirical Themes (2012, background): “Conversely, traditional middle-class graduates are more able to add value to their credentials and more adept at exploiting their pre-existing levels of cultural capital, social contacts and connections (Ball, 2003; Power and Whitty, 2006).”
Voice without accountability: the changing relationship between employers, the state and education in England (2004, background): “And, third, qualifications are not a particularly good indicator of skill level or learning, despite their association with power, selection and cultural capital (Ball, 2003).”
Employability in a Knowledge-driven Economy (2002, background): “Within the English education system the shift from 'meritocratic' to 'market' rules of selection (Brown, 1990; Ball, 2002) can, in large part, be understood as a consequence of middle class attempts to lift competitive barriers that previously limited the use of 'capital' assets in credential…”
The irresistible rise of the SEN industry (2012, background): “…practices adopted by parents in general to achieve the ‘best’ school for their children in state maintained systems is well documented (Reay, 1998; Ball, 2003), educational success being too important to be left to open competition; but for parents of children with learning difficulties and…”