Challenging classes? exploring the role of social class within the identities and achievement of British Chinese pupils

Hdl Handle:
http://hdl.handle.net/10142/74595
Title:
Challenging classes? exploring the role of social class within the identities and achievement of British Chinese pupils
Authors:
Archer, Louise; Francis, Becky
Abstract:
British Chinese identities remain under-theorized within sociology and the sociology of education – and yet they offer a potentially interesting angle to debates around the (re)production of privileges/inequalities given the growing phenomenon of Chinese educational ‘success’. British Chinese pupils’ educational success is especially interesting given the ‘working-class’ positionings of many Chinese families in Britain. In this article we explore the utility of Bourdieuian-influenced theories of social class as a lens through which to examine the identities, educational experiences and achievement of British Chinese pupils. In so doing, we aim to extend existing class theories through a more detailed consideration of the racialized context of class. We suggest that British Chinese families can be read as employing particular forms of family capital (cultural, social and economic), together with a diasporic discourse of ‘Chinese valuing of education’, to promote educational achievement. However, structural inequalities/injustices remain key concerns.
Publisher:
Sage
Journal:
Sociology
Issue Date:
2006
URI:
http://dx.doi.org/10.1177/0038038506058434
DOI:
10.1177/0038038506058434
Type:
Article
Language:
en
Sponsors:
ESRC
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorArcher, Louise-
dc.contributor.authorFrancis, Becky-
dc.date.accessioned2009-07-21T10:39:53Z-
dc.date.available2009-07-21T10:39:53Z-
dc.date.issued2006-
dc.identifier.doi10.1177/0038038506058434-
dc.identifier.urihttp://dx.doi.org/10.1177/0038038506058434-
dc.description.abstractBritish Chinese identities remain under-theorized within sociology and the sociology of education – and yet they offer a potentially interesting angle to debates around the (re)production of privileges/inequalities given the growing phenomenon of Chinese educational ‘success’. British Chinese pupils’ educational success is especially interesting given the ‘working-class’ positionings of many Chinese families in Britain. In this article we explore the utility of Bourdieuian-influenced theories of social class as a lens through which to examine the identities, educational experiences and achievement of British Chinese pupils. In so doing, we aim to extend existing class theories through a more detailed consideration of the racialized context of class. We suggest that British Chinese families can be read as employing particular forms of family capital (cultural, social and economic), together with a diasporic discourse of ‘Chinese valuing of education’, to promote educational achievement. However, structural inequalities/injustices remain key concerns.en
dc.description.provenanceSubmitted by Becky Francis (b.francis@roehampton.ac.uk) on 2009-07-21T09:35:55Z No. of bitstreams: 0en
dc.description.provenanceApproved for entry into archive by Pat Simons(p.simons@roehampton.ac.uk) on 2009-07-21T10:39:52Z (GMT) No. of bitstreams: 0en
dc.description.provenanceMade available in DSpace on 2009-07-21T10:39:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2006en
dc.description.sponsorshipESRCen
dc.language.isoenen
dc.publisherSageen
dc.subjectethnicityen
dc.subjectsocial classen
dc.subjectachievementen
dc.subjectChinese pupilsen
dc.titleChallenging classes? exploring the role of social class within the identities and achievement of British Chinese pupilsen
dc.typeArticleen
dc.identifier.journalSociologyen
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