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Recent studies of social mobility have documented that not only who your parents are, but also where you grow up, substantially influences subsequent life chances. We bring these two concepts together to study social mobility in England and Wales, in three post-war generations, using linked Decennial Census data. Our findings show considerable spatial variation in rates of absolute and relative mobility, as well as how these have changed over time. While upward mobility increased in every region between the mid-1950s and the early 1980s, this shift varied across different regions and tailed off for more recent cohorts. We also explore how domestic migration is related to social mobility, finding that those who moved out of their region of origin had higher rates of upward mobility compared to those who stayed, although this difference narrowed over time., (© 2021 The Authors. The British Journal of Sociology published by John Wiley & Sons Ltd on behalf of London School of Economics and Political Science.)

Examining the entanglement of democracy and social justice in education and the relationship to social mobility, this paper critiques the individualising nature of social mobility in policy discourse as inimical to human flourishing and education as a public good. The rhetoric of social mobility which responsibilises individuals for their success, without due regard to the systemic changes needed to enable this and the societal barriers to social mobility experienced disproportionately by some groups in society, is detrimental to social justice. A conception of education as a pathway to social mobility must be located in a wider vision of civic engagement in a more inclusive and fairer society. Yet civic engagement in education at the local level has been eroded, as illustrated in this paper by the example of an evolving model of school governance in England. As a corporatist, market driven reform, this model exemplifies how local democratic ties between schools and engagement with their communities can be undermined. Social mobility to enable opportunities, access and participation in democratic civic society becomes a fantasy when society is riven with systemic inequalities, lacks the necessary conditions to enable human flourishing and links to community engagement in education for democratic renewal are downplayed. [ABSTRACT FROM AUTHOR]

This paper delineates the growth of academy trusts in England before exploring government intentions to base the future state-funded school system on 'strong' multi-academy trusts. Academies, directly funded by the central government, first appeared in 2002 as an alternative to local authority-managed provision, with the initial intention of addressing continued underperformance of schools in urban areas. It was not until 2010, however, with an incoming Coalition government that the academisation process was widened, a policy seemingly driven by a desire to limit the influence of local authorities in line with principles of new public management (NPM). The number of academies increased dramatically (for a variety of reasons) to the point where now over half the school population are within them. Individual academies have, since the appointment of Regional School Commissioners in 2014, been encouraged to join formally with other academies as multi-academy trusts (MATs). Whilst by 2022 there were nearly 10,000 academies, most were in MATs with the government signalling its intention through a White Paper to base the future on them. The academisation process has featured several areas of concern, however, not all of which will be resolved by the policy statements contained in this proposal for new legislation. [ABSTRACT FROM AUTHOR]

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The "escalator region" concept became a key element of migration literature after Fielding's work on South East England and fuelled a welcome growth of interest in the links between spatial and social mobility. More recent research has shown that London has continued to perform an escalator function since the 1970s, but little attention has been given to how its strength has altered both over time and compared with other parts of the UK. Against the background of the declining rates of internal migration observed in the United States and several other countries, this paper seeks to identify whether London's escalator role was waxing or waning over the four intercensal decades between 1971 and 2011. The primary emphasis is on the chances of people shifting up from noncore to core white‐collar work during each decade for London's nonmigrant and in‐migrant populations, in both absolute terms and relative to England's second‐order cities. It is found that over the three decades since the 1970s London's escalator was still performing in the way originally conceived, but although its net gain of young adults from the rest of England and Wales steadily increased over this period, it was not operating as strongly in 2001–2011 as during the 1990s in terms of both the career‐progression premium gained by its in‐migrants and the extent of its advantage over England's second‐order cities. [ABSTRACT FROM AUTHOR]

This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility in relation to nursing education, and demonstrate how a discourse of fairness is used to justify market solutions. The 'special case' of nursing is considered through an analysis of how 'the nurse' as subject is constituted in education policy discourse. Our discussion focuses on the effects of these reforms and demonstrates how historical discourses that centre on women as carers are assimilated into the 'neoliberal social imaginary'. The paper's scope is both local – the gendered history of nursing education in England – and global – the force of neoliberal globalisation in education policy. [ABSTRACT FROM AUTHOR]

This paper examines the effectiveness of 'Premier League Kicks'—a football community outreach initiative—to produce and leverage social capital among young Black and minoritized ethnic males in England. The paper draws upon semi-structured interviews with Kicks participants and community coaches to analyze the social capital created through participation in the programme, in addition to constraints faced by participants in utilizing and leveraging their accumulated social capital to obtain a professional football career. Drawing upon Putnam's conceptualization of bonding and bridging social capital and the associated concepts of linking and sporting capital, the analysis concludes that Premier League Kicks was effective for building bonding social capital, which can lead to greater individual empowerment and self-belief. However, opportunities for leveraging such capital for personal reward were limited to horizontal networks/mobility and, subsequently, converting this capital into other forms, such as bridging, linking and sporting capital, was highly regulated and exclusionary. [ABSTRACT FROM AUTHOR]

This paper investigates the changes in educational policy in England regarding the implementing of the International Baccalaureate Diploma Programme (henceforth IBDP) into post-16 (sixth form) education. The aim is to illustrate the unique trajectory of the IBDP in England: from its adoption in schools and colleges across the country, to its removal, due largely to a combination of specific changes, such as government funding criteria inside state education, and the tariff system for university entry that is deployed for qualifications at 18. This paper explores this combination of changes using interview data with 28 senior leaders from eight schools and colleges that have introduced the IBDP, including state centres that have subsequently had to remove it from their curriculum. Employing the idea of a neo-liberal social imaginary, this paper analyses the resulting level of social exclusion inside the English post-16 curriculum created by the educational policies adopted by successive governments since the 2008 economic recession. The paper argues that the rise and decline of the IBDP in England has resulted in a significant level of socially differentiated take up, largely in independent schools, and in state schools in London and the South-East of the country. This paper concludes that access to the IBDP is restricted with regard to both geographical and social mobility and that current access to the IBDP in England is helping to sustain a ‘globally mobile transnational elite group’, thus reinforcing the connection established between the IBDP’s wider curriculum and global capitalism. [ABSTRACT FROM PUBLISHER]

This paper re-considers some of the evidence for low and declining social mobility in Britain, showing that one study based on a re-analysis of cohort figures appears to have had an impact on policy-makers out of all proportion to its scale and rigour. The study claimed to show that the income of parents and children were more closely related for sons born in 1970 than in 1958, and that therefore social mobility was declining. It also claimed to show that the incomes of fathers and sons were more closely related in Britain than in countries such as Norway. However, a reconsideration of the same results in this paper leads to very different conclusions. This example is considered in detail here to illustrate the point that it is not always a good thing for research to have influence. The most important and ethical challenge facing social research in education is to improve its quality rather than its impact. [ABSTRACT FROM AUTHOR]

Smoking in high-income countries is now concentrated in poor communities whose relatively high smoking prevalence is explained by greater uptake but above all by lower quit rates. Whilst a number of barriers to smoking cessation have been identified, this is the first paper to situate cessation itself as a classed and cultural practice. Drawing on ethnographic research carried out in a working-class community in the North of England between 2012 and 2015, I theorise smoking cessation as a symbolic practice in relation to the affective experience of class and social mobility. I show that ambivalence about upward mobility as separation and loss translated into ambivalence about smoking cessation. The reason for this was that the social gradient in smoking operated dynamically at the level of the individual life course, i.e. smoking cessation followed upward mobility. A serious health problem was an appropriate reason to quit but older women continued to smoke despite serious health problems. This was linked to historical gender roles leading to women placing a low priority on their own health as well as the intergenerational reproduction of smoking through close affective links with smoking parents., (© 2019 The Author. Sociology of Health & Illness published by John Wiley & Sons Ltd on behalf of Foundation for SHIL.)

This article continues research into social mobility in England in the nineteenth century by examining the links with different occupational structures, socio-economic and industry/occupation, for a specific location. This allows an examination of the impact of the characteristics of these structures on occupational and thence on social mobility. Occupational mobility has long been recognised as a major determinant of social mobility and has been the subject of a number of papers, usually to determine how much a specific variable affects the level and type of mobility observed. Rarely do these analyses consider the location’s occupational structure, and its changes, as a determinant of the level of mobility. This paper finds that much of the variability of occupational mobility of a locality is determined by the characteristics of the different industries and occupations in that location. Industries and occupations provide a context within which other factors, such as literacy, operate. [ABSTRACT FROM PUBLISHER]

We present a new analysis of intergenerational mobility across three cohorts in England and Wales using linked decennial census microdata, focusing on occupation, homeownership, and education. Four main results emerge. First, area‐level differences in upward occupational mobility are highly persistent over time. Second, measures of absolute and relative mobility tend to be spatially positively correlated. Third, there is a robust relationship between upward educational and upward occupational mobility. Last, there is a small negative relationship between upward homeownership mobility and upward occupational mobility, revealing that social mobility comparisons based on different outcomes can have different trends. [ABSTRACT FROM AUTHOR]

This paper explores the impact of local parenting practices and children's everyday use of public space within two villages in the rural South West of England, an issue that has been underexplored in recent research. Drawing upon the concept of hybridity, it explores the interplay between the social, natural and material in shaping local cultures of rural parenting. The paper begins by drawing upon recent research on parenting in the global North, the gendering of rural space and hybridity to show how these bodies of work can be interlinked to better understand rural parenting practices and norms. Through empirical research that focused on the relationships between gendered parenting strategies, idealised notions of rural motherhood and materiality, the paper explores the diverse ways in which a group of working and middle-class mothers construct and define ideas about their children's lives and mobilities. Whilst dominant discourses of rurality focus upon the idyll, and gendered identities of rural women still remain within the domestic sphere, so we examine how these deeply embedded notions of ‘normality’ can be powerful social tools in rural villages, mobilised through discourses of materiality and anxiety. In our conclusions, we argue that the hybrid integration of the material and social provides a useful framework for understanding the everyday geographies of rural parenting. [ABSTRACT FROM AUTHOR]

Contemporary meritocratic education discourse in England positions schools as 'engines of social mobility', responsible for enabling students' educational 'success' regardless of their circumstances. Building on critiques that characterise meritocracy as a neoliberal cultural motif that legitimates inequalities, and the capabilities approach, this paper investigates the challenges of navigating meritocratic expectations in practice by drawing on qualitative and photovoice interviews conducted with teachers and students at a highly rated London school serving a disadvantaged community. While many participants endorsed meritocratic narratives, all expressed doubts that the school could 'make up for' the significant structural disadvantages faced by many students. This led our participants to describe challenges associated with meritocratic discourse, including: the stresses of meeting these expectations; uncertainty about attributing responsibility for 'failure'; and questions about what could and should be done in practice to enable disadvantaged students to 'succeed'. We argue that meritocratic rhetoric imposes significant burdens on students, teachers and schools by holding them responsible while obscuring the role that social inequalities play in shaping students' educational opportunities. Greater critical discussion in schools could help students and staff to challenge meritocratic education discourse and to negotiate its expectations. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate social mobility processes affecting the lives of 15 young adults in Loughborough (aged 20-30) who experienced poverty and disadvantage as children. Using biographical narrations, the interactions between the labour market, welfare, educational institutions and familial relationships will form the framework for assessing the applicability of poverty 'transmission' theories and mechanisms. The paper's concluding comments highlight the complexity and vulnerability of young people's lives, reveal the structural and individual constraints on social mobility and address the role that institutions play in constructing the past and current life experiences of those young adults. [ABSTRACT FROM AUTHOR]

This paper considers the roles of migration and group-specific ethnic penalties in minority groups’ life chances. In relation to existing knowledge of extensive diversity between ethnic groups, and outlining a range of frameworks within which to understand that diversity, the paper first explores the relationship of class origins to parental educational and economic assets for three groups of migrant parentage and a comparison white non-migrant group. Second, the paper investigates for the different ethnic groups how the probability of having a professional or managerial class outcome is influenced by class origins and by the educational achievements of the “second generation”. Analysis is based on the ONS Longitudinal Study, which enables the study members to be tracked from 1971, when they were children living with their parents, to their own social class outcomes in 1991 and 2001. Because processes of occupational achievement may take different lengths of time for different groups, occupational outcomes are modelled in both 1991 and 2001, and also outcomes in 2001 conditional on position in 1991. The paper shows that there is evidence of differential processes operating for different ethnic groups that go beyond their class background, but which cannot be attributed to discrimination operating equally against all minority groups. [ABSTRACT FROM AUTHOR]

This paper interrogates the relationship between working-class participation in higher education ( HE) in England and social and cultural mobility. It argues that embarking on a university education for working-class people has been construed in governmental discourses as an instrumental means of achieving upward mobility, or of aspiring to 'become middle class'. Education in this sense is thus not only understood as having the potential to confer value on individuals, as they pursue different 'forms of capital', or symbolic 'mastery' ( Bourdieu, 1986), but as incurring a form of debt to society. In this sense, the university can be understood as a type of 'creditor' to whom the working-class participants are symbolically indebted, while the middle classes pass through unencumbered. Through the analysis of empirical research conducted with staff from working-class backgrounds employed on a university Widening Participation project in England, the article examines resistance to dominant educational discourses, which understand working-class culture as 'deficient' and working-class participation in HE as an instrumental means of securing upward mobility. Challenging the problematic notion of 'escape' implicit in mobility discourses, this paper concludes by positing the alternative concept of 'fugitivity', to contest the accepted relationship in HE between creditor and debtor. [ABSTRACT FROM AUTHOR]

This paper explores how the creation of a socially and ethnically mixed student body relates to mobility within the context of Beaumont Academy. This authoritarian school opened in 2004 under the ethos ‘structure liberates’. Based in a predominantly deprived, ethnic minority area of London, Beaumont seeks to culturally transform its students. With its outstanding GCSE results, the school has been championed as a blueprint for reform, yet the cultural implications underlying this approach remain unexamined. The ethos pathologizes the surrounding area while essentializing itself as an ‘oasis in the desert’ liberating students through discipline. The paper explores how mobility is embodied by students and the alterations or eliminations necessary to achieve it. These alterations produce raced and classed positions and bring them into focus, highlighting who needs to ‘adjust’ themselves to accrue value. Uncritical celebrations of mixed-ness conceal structural inequalities lingering beneath the rhetoric of happy multiculturalism and aspirational citizenship. These inequalities are exacerbated by a marketized education system. [ABSTRACT FROM PUBLISHER]

This paper investigates the social ties forged by Romanians in London with migrants of different origins in work and non-work contexts to offer a more nuanced view of ‘bridging’ social ties and related discussions of ‘everyday’ cosmopolitanism. Contrary to the overemphasis on ethnic ties seen as a form of bonding in migration research, the paper shows how Romanians bridge informally with many other migrants based on shared ‘non-native’ status. Alongside non-ethnically marked commonalities, ethnicity emerges as an important ingredient of cosmopolitan socialization, yet without necessarily signalling coexisting ethnic identities, as commonly assumed. Romanians' experiences further show that despite providing significant social and cultural capital, bridging ties with migrants, rather than natives, rarely accrue effective resources for social mobility. The findings suggest the need to disaggregate and qualify current understandings of ‘bridging’ social ties usually depicted in positive terms and uniformly as cross-ethnic relationships, or only linked with the ‘mainstream’ population. [ABSTRACT FROM PUBLISHER]

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five-year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio-economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio-economic status. [ABSTRACT FROM AUTHOR]

The paper presents the results of five polymorphic systems in a sample of 999 individuals from Nottinghamshire. The results are classified by the socio-economic grouping of parents and self.The results show that social class differences for the genetic attributes exist and are almost linear when aggregated distances are computed. There are differences, however, between parental and offspring results. These differences may be the result of changes in social class over the last generation. This social mobility is investigated and it is shown that an upward movement in social class is associated with characteristic genotype groupings. [ABSTRACT FROM PUBLISHER]

The article examines upward social mobility in England in the eighteenth century with reference to the Whitbread family of Bedfordshire, England. Among those families often cited as notably successful in using wealth from trade to found a landed family are the Whitbreads of Bedfordshire, who in the eighteenth century took the circuitous route from Bedfordshire lesser gentry, to London brewers, and finally back to Bedfordshire as great landowners. The Whitbreads provide a good opportunity for studying upward social mobility in the eighteenth century from the viewpoint of one family's experience over several generations. Their rise is analyzed by applying to eighteenth-century England the five scales of the social hierarchy: the ideological, economic, social status, legal, and political. The article examines both the particular combination of these scales that was important to the rise of the Whitbreads and the height to which they climbed each of them. By the seventeenth century the social status of the Whitbreads was already well advanced.

By placing emphasis on equity and social mobility, the current UK education policy for England focuses on narrowing the educational attainment gap between more and less advantaged groups of young people – an approach that has strong parallels in many other Anglophone countries around the world. We argue that these policy and associated practice proscriptions tend to privilege an individualised narrative of agency for young people, teachers and schools more generally. Our paper argues that this individualised approach is highly problematic in that it decontextualises the complex and real agentic work of young people in schooling, making it difficult to empirically and theoretically account for differences in educational outcome between and within groups of young people. Informed by a social realist perspective, and in particular the work of Margaret Archer, we propose a theoretical model that we suggest provides greater explanatory and predictive power. The model focuses on the way ecologies of development emerge for young people. We suggest that such ecologies reflect different structural and cultural factors and processes, combining in ways that enable and/or constrain young people's educational reflexivity and agency and their ensuing educational engagement and attainments. We believe that building a typology of such ecologies of educational reflexivity and agency provides improved ways of developing equitable educational policies and practice – ones that relate clearly to the compositional mix of young people in schools and enable the development of interventions that better relate to such ecologies. [ABSTRACT FROM PUBLISHER]

Information about several papers discussed at a symposium held on July 10-11, 2012 in Manchester, England organized by the Legal Education Training Review (LETR) research team is presented. Topics include the competence in legal services market, social mobility and equality. It also discusses the issues on policy development in the supply and regulation of legal skills in Great Britain.

Planners in England routinely include shared ownership (SO) housing in the affordable housing element of new developments. Government policies in a number of European countries have also backed intermediate housing market mechanisms as a solution to housing affordability. The rhetoric of such mechanisms makes claims about its social progressiveness, its role in facilitating socio-economic mobility and helping people move from rented accommodation into full owner-occupation. SO schemes in England have been justified on the grounds of being transitional tenures and planners have accepted SO on this basis. However, given the paucity of rigorous empirical work, there is a concern that this is a policy based on assumption rather than evidence. This paper delineates existing knowledge, clarifies dimensions of the intermediate housing market and highlights underlying policy issues based on a large data-set of shared owners in England. Our analysis indicates that SO may not be appropriately classified as affordable housing, and justifiable policy requires further evidence. [ABSTRACT FROM AUTHOR]

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality. [ABSTRACT FROM PUBLISHER]

Recent research on social capital has explored trends in membership in voluntary organizations. However, there is currently little robust evidence on such trends in the UK since the 1970s, nor is there any analysis of whether participation bridges social divisions or accentuates them. This paper explores trends in participation in England and Wales since 1972 using data from the Social Mobility Inquiry of 1972 and the British Household Panel Survey of 1992 and 1999. We are concerned with social exclusion mechanisms in social capital generation in Britain over the three decades. Using binomial and multinomial models to 'unpack' the effects of socio-cultural factors on civic participation and on different types of associational membership, we test the thesis of across-the-board decline in social capital by Putnam (2000) and that of rising levels of middle-class social capital versus consistent low levels of working-class social capital by Hall (1999). The results show significant socio-cultural-gender differences, a relative stability of middle-class participation, and a rapid decline in the working-class access to social capital. We challenge the established accounts of both theses.

The role and function of social housing in England are being recast. A radical programme of reform is being pursued in response to the apparent failure of the sector to serve as an effective welfare service, promoting dependency rather than social mobility. This paper examines the underlying logics and considers some of the potential consequences of this reform agenda, through an exploration of the relationship between social housing and worklessness. Drawing on evidence from qualitative interviews with over 150 tenants, questions are raised regarding the veracity of the charge sheet levelled against social housing. Risks associated with on-going efforts to reconstitute the role and function of social housing in England are also highlighted. These findings contribute to a growing body of evidence challenging the pathologising and problematising of social housing through the detailed analysis of the perspectives and experiences of social tenants. [ABSTRACT FROM PUBLISHER]

Defenders of the academically selective grammar school system in England argue that grammar schools produce higher learning outcomes, also aiding social mobility by giving pupils from poorer households an educational opportunity they could not otherwise obtain. Such a view is contentious so what matters is its validity: do grammar schools improve learning outcomes and do they do so to the benefit of pupils from lower income households? Addressing these issues, this paper focuses on an education authority where the selective system fully remains, Buckinghamshire. It uses education data to consider the prevalence of free school meal (FSM) eligible pupils in grammar schools, and uses data matching methods to consider whether those who attend an academically selective school have greater success at age 16 examination than pupils of comparable prior attainment who did not attend a grammar school. Comparisons also are made of attainment in a neighbouring authority not operating a selective system. The results suggest that pupils in grammar schools have greater examination success but that this ‘value-added’ comes at a cost to those not in the schools. The low prevalence of FSM eligible pupils in the grammar schools casts doubt on their ability to aid social mobility. [ABSTRACT FROM PUBLISHER]

This paper will examine the views and experiences of Black youths living in socially deprived areas of London in order to examine the way in which they recognise the term ‘Black neighbourhood’ as a resource for ethnic identity formation and collective mobilisation. Despite the apparent problems that are typically associated with ‘Black neighbourhoods’ for many Black youths, these neighbourhoods also represent urban spaces through which a range of bonding social capital resources are generated including ties of reciprocal trust, solidarity and civic participation. These spaces hold intrinsic value for these young people providing them with a sense of wellbeing and belonging. However, the analysis will also show that the young people’s experiences of the neighbourhood are not always positive ones, and such spaces create negative outcomes for Black youths residing there. In particular, the data will highlight the restrictive capacity of ‘Black neighbourhoods’ and the various ways in which they limit Black youths’ opportunities to ‘get on’ in terms of social mobility and their ability to move beyond neighbourhood boundaries. [ABSTRACT FROM PUBLISHER]

ABSTRACT This paper considers the importance of the notion of turbulence for the theorisation of mobility. Turbulence, as disordered and unpredictable mobilities, can be contrasted with smooth 'laminar' flow - where everything is moving 'correctly'. This paper borrows from the philosophies of Michel Serres and Manuel DeLanda to think about turbulence as a process which makes visible the always-contingent orderings of infrastructural mobilities. The paper is illustrated with examples from container shipping and, particularly, the grounding of the MSC Napoli container ship off the coast of Southern England. Turbulent mobilities are contrasted with the smooth operation of infrastructural mobilities that are supposed to remain silent and invisible. The dramatic and very visible instances of turbulence, that no system can ever predict or make disappear, provide an entry point into the ordering of a mobile world. [ABSTRACT FROM AUTHOR]

This paper investigates the financial implications of the higher education funding regime to be introduced in English universities in September 2012. The analysis is based on simulated lifetime earnings profiles among graduates, linked to imputed information on parental incomes and institution and course choices. We find that, on average, total gross tuition fees will increase by over £15,000 as a result of the reforms; nevertheless, students will be significantly better off while they study due to the increased generosity of student support. The average graduate will be roughly £8,600 worse off over their lifetime, while universities will, on average, be better off as they are more than able to make up for the loss of substantial amounts of direct public funding through higher fees. The taxpayer is set to lose 33p of every £1 loaned to students (up from 25p under the current system) because of the generosity of the loan repayment terms, although the new regime is still expected to save the taxpayer around £3,000 per graduate overall. The reforms involve a substantial shift in the incidence of the cost of higher education away from the public sector and towards the private sector. In terms of the likely implications for social mobility, our work confirms that the new funding regime is actually more progressive than its predecessor: the poorest 29 per cent of graduates will be better off under the new system, while other graduates will be worse off. Moreover, the richest 16 per cent of graduates will pay back more than they borrow, while others will be subsidised. If prospective students from poorer backgrounds are aware of these facts, then, in theory, the new funding system should not dissuade them from applying to university - and thus it would increase, rather than reduce, social mobility in the long run. However, this will require a lack of debt aversion amongst students from the poorest backgrounds, and the ability for the government and universities to provide students with clear information about the likely costs of going to university. [ABSTRACT FROM AUTHOR]

The Germans and the English differ in their experience of friendship. This paper departs from the observation that German manners books in the nineteenth and twentieth century are preoccupied with 'friendship' and the use of the personal pronoun, the informal you: Du. The topic 'friendship' is virtually absent in English manners books. In English books, until the 1970s, rules for introductions were a major if not the most prominent topic, whereas these rules attracted hardly any attention in the German ones. From an analysis of manners books from the last decade of, this paper compares friendship in Germany with introducing in England. Establishing a 'friendship' as well as 'being properly introduced' are both ritual transitions from a rather distant and hierarchical relationship in the direction of greater 'equality' and intimacy. These different forms are explained by placing them in the context of their national class structures and by connecting them to differences in the functioning of their good society, particularly the regulation of social mobility, as well as to differences in the processes of social emancipation and national integration. [ABSTRACT FROM AUTHOR]

Discussions of 'aspiration' influencing contemporary education policy and practice are framed almost exclusively in terms of individual - or, at most, familial - ambitions towards economic prosperity. The failure to achieve 'social mobility' in British society is often posed as being due to the 'low aspirations' of working class children, particularly in formerly heavily industrialised areas. In a classic case of 'blaming the victim' the social exclusion that undoubtedly exists in such areas is blamed on those who suffer it. Things would be different, the argument goes, if only people aspired to 'get on'. This paper looks at material from an intergenerational ethnographic study of some former coal-mining communities in the north of England which are often popularly characterised as insular and lacking in ambition. In contrast to this stereotype, however, the data suggests that working class teenagers growing up in the impoverished and abandoned geography of Victorian colliery model villages, rather than suffering a failure of aspiration, often angrily and powerfully aspire - but for something contrary to the dominant model. Reviewing the ethnographic data in the light of a sociological and historical literature that attests to the exceptional nature of coal-mining communities, I suggest that such exceptionality impacts on young people's dispositions towards the educational project as a whole through a complex process of cultural transmission. A historically and locally situated notion of counter aspiration - that I call, here, resistant aspiration - is evident. I propose, in conclusion, that an acknowledgement of such resistant aspiration might help understand the widespread 'school disaffection' of working class youngsters not only in these former coal-mining communities but also in other post-industrial settings - nationally and internationally - that are similarly characterised by contested histories. [ABSTRACT FROM AUTHOR]

Copyright of Social & Cultural Geography is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper uses data from a sample of 1 percent of the male population of England and Wales to examine the contribution of social mobility between the censuses of 1971 and 1981 to socioeconomic differences in health. Compared to others in their social class of origin, men who had been downwardly mobile were more likely, and the upwardly mobile were less likely, to report a limiting long-term illness. However, when compared to others in their classes of destination, those who moved down reported less illness, and the upwardly mobile reported more. Prevalence of ill health in mobile men was somewhere between that in the group they left and the group they joined. Social mobility was a common event and, combined with existing socioeconomic differences in health, it acted to constrain rather than to increase these differences.

This article explores the question: can the variation that have been observed in class mobility rates in England, France and Sweden be in fact attributed entirely to differences in the evolution of the class structures of these societies - or in other factors affecting the demand and supply conditions attending mobility; or is it rather the case that there are, in addition to such structural sources of variation, differences also among the three societies in the pattern of what we would term their social fluidity or, in other words, in mobility considered independently of structural influences? To use the conceptual language that has been conventional in mobility research- but from which we would wish to depart -- the issue could then be alternatively posed as that of whether the cross-national variation that we have demonstrated is confined simply to structural mobility, or whether it extends to exchange mobility as well. The source of mobility data in England, France and Sweden have been fully described in previous paper of these authors. Here it will be sufficient to say that the data derive from nationally-based sample survey inquiries undertaken in the three countries during the early 1970s.

Regional disparities in social mobility have long been apparent in Britain. Recent decades have seen a growing level of spatial inequalities in terms of social, economic and employment opportunities. Empirical studies suggest not only what do your parents do, but also where do you come from, profoundly influences one's life opportunities, London and the Southeast are consistently shown to be areas with more social mobility than the rest of country. This study presents an updated estimate of the extent of social mobility across regions in England, and more importantly, how this has been conditional on cross‐region migration. By using national representative survey data covering a decade (2005–2015), the results show considerable variations in the regional estimates of both absolute and relative mobility. In particular, London was found to be leading on social mobility measures in nationwide comparisons, supporting previous findings that London plays an important national role in Britain's social mobility. In addition, separate analysis for samples of cross‐region 'movers' and 'stayers' suggests that migration is associated with social upward mobility, with London still functioning as an 'escalator' region providing better opportunities for those who move there from elsewhere the country. This persistence of the 'escalator region' effect for the millennial generation in England underlines how unequal economic geography continues to shape opportunity and trajectories of mobility for individuals. [ABSTRACT FROM AUTHOR]

This article recognizes the significance of commercial entertainment producers in early modern England operating outside of London. In doing so, it offers fresh methodological approaches for understanding pre-modern social status. I explore the geographical and social places of independent bearwards – individuals who kept bears for the commercial sport of baiting. Regional figures involved in entertainment production have been little explored and left behind frustratingly few biographical details. Yet three generations of one family – the Whitestones of Ormskirk in Lancashire (1610s through the 1630s) – do leave substantial surviving documentary evidence about their activities, assets, and networks. I use the Whitestones's probate inventories and wills and their and their neighbours' court depositions and petitions to offer for the first time a holistic appraisal of the material, economic, and cultural circumstances of the bearward. By stepping inside the households and communities of several generations of independent entertainment producers, we can appreciate their complex and variable social status and the role of commercial recreation in social mobility. I finish by considering the human–animal relationships that underpinned the bearward's place in early modern England, offering fresh evidence of bears' living arrangements and a theoretical framework for discussing their exploitation in the blood sport industry. [ABSTRACT FROM AUTHOR]

• Disadvantaged students are more likely to be exposed to academic undermatch. • Academic undermatch is much more prevalent among the highest achieving students. • The main drivers of SES inequality in academic match are geography and school composition. • Academic undermatch has detrimental effects on university participation and labour market returns. The paper investigates socio-economic gaps in the match between student quality and upper-secondary qualification quality using detailed individual-level linked administrative data from schools, colleges and tax authorities in England. Academic match is identified using a continuous measure defining undermatched, matched and overmatched students based on the distance between each student's attainment in age 16 high-stake examinations and the median attainment of students who achieved a similar academic or vocational qualification. Students from socially disadvantaged backgrounds are found to be more likely to be exposed to academic undermatch compared to their more advantaged peers and this effect is greater among the highest achieving students. The paper demonstrates that among the highest achieving students, 20% of the identified socio-economic gap in academic match can be explained by geographic differences, such as district deprivation and local Further Education opportunities. Further, the dominant 60% of the gap can be explained by differences in the school composition that students from differing backgrounds attend, such as the proportion of high achieving students and the proportion of disadvantaged students. Finally, although the effect of academic match in upper-secondary education on important individual outcomes, including university participation and labour market performance, in terms of earnings and employment probabilities at age 25, is imprecise, there are clear indications about the detrimental effect of academic undermatch on all these outcomes. [ABSTRACT FROM AUTHOR]

This study examines the intergenerational transmission of family resources (class, education and income) on people's educational and occupational attainment in their early career life. It asks whether parental resources remain effective or fall into insignificance. It also asks whether the resources operate in a similar way for the ethnic minorities as for the majority. Drawing on data from the Longitudinal Study of Young Persons in England, the study focuses on resource transmission in degree attainment, access to elite class position, unemployment rates, labour market earnings, and continuous income. In each aspect, we test not only the net effects of parental resources, but also the differential transmission between the majority and ethnic minority groups. The analysis shows strong effects of parental resources on educational and occupational attainment for whites but rather weak effects for the ethnic minorities. Ethnic minority children tend to grow up in poor families, yet even those whose parents manage to achieve socio-economic parity with whites do not enjoy similar benefits. Reducing inequality in family socio-economic conditions and inequality in labour market opportunities is key to achieving social justice. [ABSTRACT FROM AUTHOR]

The article offers information on the key policy issues in higher education in England. It explores three challenges in higher education including the improvement of the student experience, financial sustainability, and to increase social mobility. It states that universities and colleges in the country face competition with more institutions overseas for students and income.

A number of studies have explored the link between family background and children's achievement in a cross-national context. A common finding is that there is a stronger association in England than in other parts of the developed world. Rather less attention has been paid, however, to England's comparative position at different points of the achievement distribution. Is the test score gap particularly big between the most able children from advantaged and disadvantaged homes, or are differences particularly pronounced between low achievers? This issue is investigated using the Programme for International Student Assessment (PISA) 2009 data set. The association between family background and high achievement is found to be stronger in England than in most other developed countries, and there is little evidence that this has changed over time. However, socio-economic differences at the bottom of the achievement distribution are no more pronounced in England than elsewhere. I discuss the implications of these findings for social mobility and educational policy in the UK. [ABSTRACT FROM AUTHOR]

This paper provides a sociological overview of the post-war immigration, settlement and community development of British Pakistanis. First, there is an historical perspective on issues of migration and settlement. Second, an analysis of demographics and social mobility provides a deeper socio-economic contextualisation, with a focus on the city of Birmingham as a test case. Finally, the implications for community development in the context of plural societies is explored in the light of recent events where British Pakistanis have attained less favourable notoriety, namely in questions of socio-economic status, radicalisation and extremism. It is suggested that there are significant challenges facing this community, but very few real social, economic, political and cultural opportunities to better engage in society. [ABSTRACT FROM AUTHOR]

The article presents information on the impact of the educational policy from 1997 to 2000 on class structures in England. The New Labor government, elected to office in May 1997, adhered to the Conservative faith in choice and competition, and education as a market driven by consumer demands fueled by league tables of exam results, specialist schools and failing schools. The period saw an enhanced commitment to the view that all educational institutions should be managed along the lines of private business, while at the same time there was increased emphasis on state regulation and control of the curriculum, assessment, inspection, teachers and local education authorities. The emphasis of the educational policy was on "learning to compete" in a global economy. Studies on social mobility studies have indicated that the pattern of unequal social mobility chances has remained basically the same throughout most of the twentieth century, despite the advent of welfare states, universal free education and redistributive tax regimes.

We explore the influence of between‐school ability placement at lower secondary education on earnings across the life course in England and Denmark. We go beyond the mid‐career snapshot provided by previous studies by exploiting the availability of four decades worth of earnings data for individuals born in the mid‐1950s. Members of this cohort who were judged to be among the most academically able attended grammar schools in England (19%) and advanced secondary schools (Realskole) in Denmark (51%) prior to the start of comprehensivization. This key difference makes England and Denmark interesting cases for comparison, not least since pro‐selection policies have re‐emerged in England based on the claim that grammar schools lead to better educational and labor market outcomes. Our analysis of the influence of selective school placement on earnings finds little support for this contention. We find that those from socioeconomically disadvantaged backgrounds were strikingly under‐represented in schools ear‐marked for higher ability pupils in both countries, even after taking into account social class differences in measured ability. Our analysis for England finds only modest earnings returns to attending a grammar school, totalling just £39,000 across the life course, while in Denmark the lifetime earnings returns to attending Realskole are somewhat larger (£194,000). Because those from advantaged backgrounds were substantially over‐represented at grammar schools and Realskoles, these returns accrue disproportionately to pupils from more advantaged backgrounds. Lower secondary school placement in Denmark accounts for 40% of the intergenerational reproduction of socioeconomic advantage and disadvantage, more than half of which is due to selection into school types based on socioeconomic background rather than measured ability. Our findings question the wisdom of expanding grammar schools when they appear to do little to improve individuals' earnings or increase social mobility. [ABSTRACT FROM AUTHOR]

We aim to bring together two current strands of research into inequalities in individuals' educational attainment that are associated with their social origins: that concerned with the "primary" and "secondary" effects of social origins in creating inequalities, and that concerned with the relation between these inequalities and different components of social origins, taken to represent different forms of parental resources. Our main findings are the following. The secondary effects of social origins—their effects via the educational choices that young people make given their prior academic performance—are clearly operative across five key educational transitions within the English educational system. More specifically, we estimate that 35% of the total effect of social origins is secondary in the earliest transition that we consider, and from 15% to 20% in the subsequent four. Furthermore, mediation analyses reveal that secondary effects are most strongly associated with parental education and then, to a lesser degree with parental status, while little association exists with parental class and none at all with parental income. Primary effects are also at all transitions most strongly associated with parental education and status but in this case both parental class and parental income do retain some importance. We suggest an explanation for our empirical findings as resulting largely from the concern of highly educated, professional parents, and their children to avoid the occurrence of downward intergenerational mobility, especially in terms of education and status. [ABSTRACT FROM AUTHOR]

Objectives This study aims to examine the relationship between childhood socioeconomic position (SEP) and cognitive function in later life within nationally representative samples of older adults in the United States and England, investigate whether these effects are mediated by later-life SEP, and determine whether social mobility from childhood to adulthood affects cognitive function and decline. Method Using data from the Health and Retirement Study (HRS) and the English Longitudinal Survey of Ageing (ELSA), we examined the relationships between measures of SEP, cognitive performance and decline using individual growth curve models. Results High childhood SEP was associated with higher cognitive performance at baseline in both cohorts and did not affect the rate of decline. This benefit dissipated after adjusting for education and adult wealth in the United States. Respondents with low childhood SEP, above median education, and high adult SEP had better cognitive performance at baseline than respondents with a similar childhood background and less upward mobility in both countries. Discussion These findings emphasize the impact of childhood SEP on cognitive trajectories among older adults. Upward mobility may partially compensate for disadvantage early in life but does not protect against cognitive decline. [ABSTRACT FROM AUTHOR]

Governments around the world have enforced strict guidelines on social interaction and mobility to control the spread of the COVID-19 virus. Evidence has begun to emerge which suggests that such dramatic changes in people's routine activities have yielded similarly dramatic changes in criminal behavior. This study represents the first 'look back' on six months of the nationwide lockdown in England and Wales. Using open police-recorded crime trends, we provide a comparison between expected and observed crime rates for fourteen different offence categories between March and August, 2020. We find that most crime types experienced sharp, short-term declines during the first full month of lockdown. This was followed by a gradual resurgence as restrictions were relaxed. Major exceptions include anti-social behavior and drug crimes. Findings shed light on the opportunity structures for crime and the nuances of using police records to study crime during the pandemic. [ABSTRACT FROM AUTHOR]