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The paper reports a study of children's attitudes to school based on a questionnaire survey of 845 pupils in their first year of secondary school in England, together with interviews with a sample of the children. A clearly structured set of attitudes emerged from a factor analysis which showed a distinction between instrumental and affective aspects of attitudes but also dimensions within these, including a sense of teacher commitment and school as a difficult environment. Virtually all children had a strong sense of the importance of doing well at school. However, a substantial minority were not sure that they would stay on after 16. There were few differences between boys and girls or between children from different socio-economic backgrounds but children planning to leave at 16 enjoyed school less and were less sure that it had anything to offer them. There was an almost universal commitment to the value of education but, for a minority, an ambivalence about the experience and relevance of schooling for them. [ABSTRACT FROM AUTHOR]

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Society remains gender-differentiated, and the development of inappropriate stereotypical attitudes appears to be one factor preventing many individuals from achieving their true potential. A significant level of attention has been given to challenging inappropriate stereotypes in older children. However, previous research suggests that many gender stereotypes already exist by the age of three. Therefore, it could be the case that well-established stereotypes are being challenged too late and in inappropriate ways, due to a lack of understanding as to how experiences impact on complex development. This small-scale, in-depth study explored the links which nursery children made between the sound of a musical instrument and notions of gender. More specifically, the research focused on the thought process whereby that link is made. A total of 83 children from five nurseries in England participated in a bespoke activity in which they were played a series of musical excerpts and asked to attribute these to a cartoon image. Recorded data were transcribed and a three-level qualitative analysis was carried out, using a 'ways of power' conceptual framework. Our analysis suggested that the children's decisions were influenced by a number of 'ways of power', regardless of whether they had 'direct' or 'indirect' knowledge of the instrument. Even the youngest children seemed able to draw on a wide range of experiences that enabled them to construct a range of meanings about themselves, gender and the roles they play in the various contexts in which they live. The study draws attention to how very young children are able to reason, evaluate and think in complex ways which go well beyond simply adopting and enacting the attitudes of those around them. Schools, and nurseries in particular, should be fully aware of the level of thought that young children appear to bring to the experiences they gain on a daily basis. [ABSTRACT FROM AUTHOR]

We draw on case-study research at a high-achieving secondary school in London to illustrate how school experiences may influence drug use and reproduce inequalities in reconstructed ways in late modernity. Qualitative data were collected through semi-structured interviews with students and teachers, and observations. We focus in particular on the accounts of three female students expressing a shared counter-school identity and style to explore how drug use has become an important source of bonding, identity construction, coping and excitement for young women from disadvantaged families at high-achieving schools, including as part of strategies to resist the narrow focus schools can place on academic attainment, monitoring and discipline. We propose that, in late modern times, class-based counter-school cultures are being replaced with new consumer-based ones, but that secondary schools continue to act as sites for the reproduction of social stratification, as well as risk and harm relating to drug use. [ABSTRACT FROM AUTHOR]

Over recent years the findings of a number of quantitative research studies have been published in the UK on gender and achievement. Much of this work has emanated from Stephen Gorard and his colleagues and has not only been highly critical of existing approaches to handling quantitative data but has also suggested a number of alternative and, what they claim to be, more valid ways of measuring differential patterns of achievement and underachievement between groups. This article shows how much of this work has been based upon rather under-developed measures of achievement and underachievement that tend, in turn, to generate a number of misleading findings that have questionable implications for practice. It will be argued that this body of work provides a useful case study in the problems of quantitative research that fails to engage adequately with the substantive theoretical and empirical literature and considers some of the implications of this for future research in this area. [ABSTRACT FROM AUTHOR]

Although high-stakes tests play an increasing role in students' schooling experiences, scholars have not examined these tests as sites for socialisation. Drawing on qualitative data collected at an American urban primary school, this study explores what educators teach students about motivation and effort through high-stakes testing, how students interpret and internalise these messages, and how student hierarchies develop as a result. I found that teachers located boys' failure in their poor behavior and attitudes, while arguing that girls simply needed more self-esteem to pass the test. Most boys accepted their teachers' diagnosis of the problem. However, the boys who felt that they were already 'doing their best' and 'working hard' began to doubt that educational success is a function of merit and effort. I conclude that students learn about much more than the three Rs through their experiences with high-stakes testing, and argue that future research should attend to the social dimensions of these experiences. [ABSTRACT FROM AUTHOR]

Economic inequality is increasing but has been sidelined in some of the recent debates in urban and regional studies. This article outlines a holistic frame- work for economic geography, which focuses on understanding social and spatial divisions, by drawing on economists' ideas about the new economy and feminist perspectives on social reproduction. The framework is illustrated with reference to the emerging new media cluster in Brighton and Hove, which, as a consequence, emerges less as a new technology cluster and more as a reflection of increasing social divisions in the new economy. [ABSTRACT FROM AUTHOR]

Birth data obtained from the parish records of the City of York, England show a markedly bi-modal seasonal distribution in the sixteenth century. It appeared interesting to compare the expectation of life of individuals born during this period, during the two minimal and two maximal seasons, to determine if there was any adaptive significance in the annual variation of birth rate. No such effect could be established by this study. However, certain conclusions of considerable interest can be drawn. The survivorship functions for either sex, grouped by birth season or on the whole group, are of a rectilinear diagonal type more reminiscent of an avian population rather than man. However the York data were treated, no statistically significant difference appeared between the sexes when their expectation of life was compared, and the female death rate at all times until the end of life was somewhat higher than the male. It appeared that sixteenth-century York tended to care better for their sons than for their daughters, which also appears to be the case in some modern societies of low to moderate living standard.