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Variations on a middle class theme

Thrupp, Martin and Lupton, Ruth (2011) Variations on a middle class theme. Journal of Education Policy, 26 (2). pp. 289-312. ISSN 0268-0939

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Identification Number: 10.1080/02680939.2010.508178


Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day-to-day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England's most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed. © 2011 Taylor & Francis.

Item Type: Article
Official URL:
Additional Information: © 2011 Taylor & Francis
Divisions: Centre for Analysis of Social Exclusion
Subjects: H Social Sciences > HN Social history and conditions. Social problems. Social reform
Sets: Research centres and groups > Centre for Analysis of Social Exclusion (CASE)
Date Deposited: 08 Feb 2011 16:20
Last Modified: 20 May 2020 02:19

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