ࡱ> qsp s1bjbjAA 4@#y#y(w8?$c:BDDDDDD,`ppBBBBLBBBBBj|]jL.0BBppB :    Press release: embargoed until 00:01 hrs, Tuesday, September 3rd Poverty of aspiration largely a myth Most poor children in England do not suffer from a poverty of aspiration which limits their ambitions, researchers who analysed the views of thousands of young people have found. Instead, youngsters from all social backgrounds generally harbour high hopes for their futures, with differences in their ability to realise those goals mainly a product of the greater resources better-off families can call on to help their children succeed. The findings, in two papers being presented by researchers from the University of Oxford and Kings College, London, to the British Educational Research Associations annual conference today and tomorrow, challenge a political orthodoxy which has said that education policy should focus on raising young peoples aspirations in themselves as a central goal. Instead, because the evidence suggests most peoples aspirations are already higher than is commonly acknowledged, policy-makers should pay more attention to giving young people practical support to help them achieve their aims, including much better school careers advice. The problem of low aspirations, particularly among working class families, has been a recurring theme of education policy, with the coalitions schools white paper of 2010 stating that In far too many communities, there is a deeply embedded culture of low aspiration that is strongly tied to long-term unemployment. Both papers challenge this view. One, by William Baker of the University of Oxford, analysed responses to a major 2011 survey of more than 3,000 14-year-olds which had asked them about their ambitions for further study, first at school or college beyond the age of 16, and then at university. Answers were then analysed according to the pupils backgrounds, including their families incomes. On the ambition of staying on at school or college post-16, aspirations were generally high, with 94 per cent of children from families with at least 67,500 incomes wanting to study post-16. As family income declined, the percentages fell slightly. But even at incomes of up to 17,500 or no salary earned, at least three quarters of respondents wanted to do so. Similarly, nearly two thirds of respondents overall said that gaining a university degree was very important. Again, the figure was largest for the highest income group, at 83 per cent, compared to 57 per cent for those with household incomes of 2,500-17,500 However, averaged across all income groups, 87 per cent said gaining a university degree was at least fairly important to them, with only 1.2 per cent saying it was not at all important. [The] data does not provide strong empirical support to the claim that large numbers of students have low aspirations, said Mr Bakers paper. What we seeis consistently high aspirations across all income groups with particularly high aspirations from students from the wealthiest families. Separately, a team led by Professor Louise Archer of Kings College, London, analysed the results of a survey of 9,319 year six pupils across England aged 10 and 11 in 2009/10 and of a follow-up questionnaire with 5,634 of the same year group when they were aged 12 and 13, in year eight, in 2011/12. The survey found that most children, across all social groups, aspired to professional, managerial and technical careers, with very few aspiring to skilled manual or, especially, unskilled manual, occupations. There was little evidence of a poverty of aspiration, with young people from all social class backgrounds expressing broadly comparable aspirations, concluded the research, funded by the Economic and Social Research Council. When asked about their parents aspirations, 77 per cent of those surveyed said their parents wanted them to make a lot of money; 98 per cent said their parents wanted them to get a good job; and 95 per cent said it was important to their parents that their child did well at school; with 72 per cent expecting their child to go to university, a figure which is higher than university participation rates for pupils in England, currently standing at 52 per cent. There were still, however, differences in these rates, with 91 per cent of children from families classed as having very high levels of cultural capital parents with university degrees, many books in the home and who regularly visit museums saying they were expected to go to university compared to 47 per cent among those with very low cultural capital. Similarly, among those with high cultural capital, 45 per cent aspired to be a doctor compared to 22 per cent among those with very low cultural capital, while 23 per cent of the former wanted to be a scientist against only 9 per cent of the latter. Professor Archers research also featured interviews with 92 children and 76 parents across the two study years. These provided more detail on how family connections and approaches to helping children realise their goals might help some more than others. Working class pupils were much less likely than those with parents with professional jobs to cite a family members career as an inspiration. In addition, as children grew older, middle-class families tended to hot-house their children towards success, while also often being able to draw on work contacts, while working-class parents generally favoured a more hands-off, less active, approach, satisfied that their child should pursue any career that made them happy. Schools are often felt to have the potential to try to mitigate some of the advantages that middle class children hold over their working class peers in terms of support for realising ambition, including by providing good careers advice. But the Kings study found only four of the 85 pupils who were interviewed both in year six and year eight mentioned their aspirations having been shaped by school careers advice. The paper concluded: There is no widespread poverty of aspiration and we call for a re-think of the current policy emphasis on raising aspirations. We call instead for education policy to focus on levelling the playing field, providing greater support to disadvantaged young people to develop and support their aspirations. This would involve bolstering careers advice in schools, which was currently a poorly valued and underutilised resource. Careers advice was struggling from decisions such as the move under the coalition to pass responsibility for it, but no extra funding, to individual schools. Careers advice tends to focus on pupils aged 14 upwards but the paper said consideration should be given to providing it to pupils at a younger age and extra funding to provide it in schools in disadvantaged areas. William Baker said that his study added weight to a sense that a focus on building aspirations among disadvantaged pupils could be a distraction from bigger issues. He said: A focus on aspirations may lead policy-makers to underestimate the importance of factors such as structural disadvantages [facing disadvantaged pupils] or practical knowledge and familiarity with the education system among their middle class counterparts in explaining educational inequality. Such a narrativemay be misleading in suggesting that low aspirations are more prevalent amongst disadvantaged groups than they actually are.our results suggest greater caution should be exercised in how aspirations are used to explain educational inequality or advocated as a solution to it. The studies did confirm that aspirations varied, on average, by parental background, he said, so it was valid for policy-makers to address the issue. But too much of a focus could obscure underlying structural inequalities which can make it harder for some people to realise their ambitions. What do young people aged 10-14 aspire toand why? Interplays of power, habitus and capital in the formation of aspirations, by Professor Louise Archer, is being presented to ɫ on Tuesday, 3rd September. Aspirations, education and inequality, by William Baker, is being presented to ɫ on Wednesday, 4th September. Further information from: Warwick Mansell ɫ press officer 07813 204245 Email: warwickmansell@gmail.com Notes for editors: 1 Mr Bakers study is based on analysis of survey responses by 3,172 14-year-old students taking part in the Effective Pre-School, Primary and Secondary Education Project (EPPSE). This is a major longitudinal mixed-methods study of children in England. See http://eppe.ioe.ac.uk 2 Data in Mr Bakers paper provide the percentage of 14-year-olds with aspirations to attend college or the sixth form, grouped according to the familys income when each child started primary school. Similarly, figures are provided on aspirations to go to university, grouped by family salary. Full data are available on request. 3 The figure for current higher education participation rates for pupils in England is that quoted in this Department for Education document:  HYPERLINK "http://bit.ly/1aP0QH0" http://bit.ly/1aP0QH0 4 The HYPERLINK "http://www.esrc.ac.uk/" \o "http://www.esrc.ac.uk/" Economic and Social Research Council (ESRC)is the UK's largest organisation for funding research on economic and social issues. It supports independent, high quality research which has an impact on business, the public sector and the third sector. The ESRCs total budget for 2012/13 is 205 million. At any one time the ESRC supports over 4,000 researchers and postgraduate students in academic institutions and independent research institutes. 5 The 39th annual conference of the British Educational Research Association is being held at the University of Sussex from Tuesday, September 3rd to Thursday, September 5th. More than 600 research papers will be presented during the course of the conference. The conference programme can be accessed via the ɫ website:  HYPERLINK "http://www.beraconference.co.uk" http://www.beraconference.co.uk ɫ ɫ The British Educational Research Association (ɫ) is a member-led charity which exists to encourage educational research and its application for the improvement of practice and public benefit. We strive to ensure the best quality evidence from educational research informs policy makers, practitioners and the general public and contributes to economic prosperity, cultural understanding, social cohesion and personal flourishing.      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