'Classification' and 'Judgement': Social class and the 'cognitive structures' of choice of Higher Education

The issue of social-class-related patterns of access to Higher Education (HE) has become a matter of public debate in the UK recently, but is on the whole portrayed one-sidedly in terms of issues of selection (elitism), and the social dimensions of choice are neglected. Here, drawing on an Economic...

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Bibliographic Details
Published in:British journal of sociology of education 2002-03, Vol.23 (1), p.51-72
Main Authors: Ball, Stephen J., Davies, Jackie, David, Miriam, Reay, Diane
Format: Article
Language:English
Subjects:
Access
Access to Education
Bourdieu, Pierre
Choices
Class action lawsuits
Cognitive Structures
College students
Community schools
Educational Inequality
Educational sociology
England
Formal dances
Habitus
Higher Education
Inequalities
Opportunity Structures
Parents
Private schools
Social Class
Social classes
Social Reproduction
Social structures
Sociology
Sociology of education. Educational systems. Lifelong education
Universities
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Summary:The issue of social-class-related patterns of access to Higher Education (HE) has become a matter of public debate in the UK recently, but is on the whole portrayed one-sidedly in terms of issues of selection (elitism), and the social dimensions of choice are neglected. Here, drawing on an Economic and Social Research Council research study, choice of HE is examined using Bourdieu's concepts of 'classification' and 'judgement'. HE is viewed in terms of its internal status differentiations. Students' positive and negative choices are addressed using qualitative and quantitative data, and the 'accuracy' of status perceptions are also tested. It is argued that choices are infused with class and ethnic meanings and that choice-making plays a crucial role in the reproduction of divisions and hierarchies in HE, but also that the very idea of choice assumes a kind of formal equality that obscures 'the effects of real inequality'. HE choices are embedded in different kinds of biographies and institutional habituses, and different 'opportunity structures'.
ISSN:0142-5692
1465-3346
DOI:10.1080/01425690120102854