Abstract
A comparison of English and American secondary residential schools offfers a number of opportunities to assess the relationship between elite education and social structure. It also provides potential insights into the role that school processes play in cultural reproduction. The possibility that elite secondary residential schools create and maintain significant social class differences has intrigued scholars for several decades.' In England, there is a rather large body of literature indicating that elite public schools may well contribute to social class cleavages within English society,2 whereas in the United States there is little comparable research about elite boarding schools.3 The importance of studying these relatively few but socially significant schools has been well stated by Weinberg: Elite
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