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Social and spatial mobility have been subject to substantial recent sociological and policy debate. Complementing other recent work, in this paper we explore these patterns in relation to higher education. Making use of high-quality data from the higher education statistics agency (HESA), we ran a set of multilevel models to test whether the local authority areas where young people grow up influence social and spatial mobility into a higher professional or managerial job on graduation. We found entry to these patterns reflect pre-existing geographies of wealth and income, with more affluent rural and suburban areas in South-East England having higher levels of entry to these occupations. Graduates clustered from major cities tended to be spatially immobile and those from peripheral areas further away from these cities show a higher density of long-distance moves following graduation. We also explored the intersection between social and spatial mobility for graduates with the economic geography of Britain, showing that access to high-class occupations is not necessarily associated with long-distance moves across most British districts. Our evidence further suggests that the 'London effect', where working-class students have higher school attainment than their peers elsewhere, may not continue through to graduate employment., (© 2024 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)

Universities in the global North are shaped against intersecting crises, including those of political economy, environment and, more recently, epidemiology. The lived experiences of these crises have renewed struggles against exploitation, expropriation and extraction, including Black Lives Matter, and for decolonising the University. In and through the University, such struggles are brought into relation with the structures, cultures and practices of power and privilege. These modes of privilege are imminent to the reproduction of whiteness, white fragility and privilege, double and false consciousness, and behavioural code switching. In particular, whiteness has historical and material legitimacy, reinforced through policy and regulation, and in English HE this tends, increasingly, to reframe struggle in relation to culture wars. This article argues that the dominant articulation of the University, conditioned by economic value rather than humane values, has been reinforced and amplified during the Covid-19 pandemic. The argument pivots around the UK Government policy and guidelines, in order to highlight the processes by which intellectual work and the reproduction of higher education institutions connect value production and modes of settler-colonial and racial-patriarchal control., Competing Interests: Competing interestsThe authors declare no competing interests., (© The Author(s), under exclusive licence to Springer Nature B.V. 2022.)

The symbolic value of being recruited by a high status multinational company likely represents an important marker of distinction. For the first time, a unique Destinations of Leavers in Higher Education (DLHE) data-set is used here to model entry to elite multinational company in finance, accountancy and consultancy sectors among graduates of different social origins, universities, degree subjects and with different degree classifications. From a sample of 11,755 graduates working across these three sectors, we examine what predicts entry to 31 leading firms and then examine pay hierarchies among the 3,260 graduates working for these companies using random-effects models. At first glance, significantly, we find that elite recruits come from a much broader range of universities than might be imagined. However, a closer look at the highest paid graduates within these firms reveals more familiar patterns of social and institutional stratification. We argue that these patterns likely reflect the nature of work undertaken by graduates in these elite firms, with institutional and social origins of graduates differing according to the particular track taken in what are likely to be highly differentiated graduate recruitment schemes., (© London School of Economics and Political Science 2019.)

This paper examines the rise of a new elite of 'super-state' schools in London, revealing a growing divide within the state sector which problematizes claims that the capital is a 'hotspot' for social mobility (Social Mobility Commission ). Although recent research has revealed a 'London effect' in which students in the capital on Free School Meals outperform their peers in other regions (Greaves, Macmillan and Sibieta ), inequalities between London's schools in access to elite universities have been overlooked. Drawing on a case study of a suburban London grammar school, 'King Henry's School', I show how ethnic-minority suburbanization has combined with an institutional strategy to compete with elite private schools. Strategies of selection have been mobilized alongside elements of elite 'gentlemanly' educational culture in order to reposition the school within the hierarchy of London's schools. The result is a hyper-selective school which provides a conduit to elite universities for upwardly mobile British-Asian students. I show that this strategy has strong parallels with the school's attempts in the early twentieth century to compete with London's fee-paying 'public' schools. The continuing symbolic value of 'traditional' forms of elite educational culture to a school seeking to reposition itself within the field reflects deep structural patterns of inequality in English education. To understand how apparent improvements in social mobility can sit alongside deepening inequalities between state schools, there is a need for a historical sociological approach that takes account of long-term processes of institutional change (Savage ; Inglis )., (© London School of Economics and Political Science 2018.)