Abstract
The evidence for the persistence of educational under-achievement by children from working class homes is so well documented that it requires no extensive re-exposition here. Those who find confirmation in figures helpful are referred to a series of post-war government and other publications. In particular reference can be made to the most recent Education Statistics (HMSO, I975). For the historical background to these data three Reports (Crowther, I959; Newsom, 1963 and Plowden, 1967) are illuminating. Additional and wide-ranging material can be found in Douglas, Ross & Simpson (1968). The 'facts' do not however 'speak for themselves', rather these indicate a trend. A fuller understanding requires that we go beyond descriptions and to an analysis of underlying factors in order to account for these trends. Three seminal approaches which seek to provide such accounts can be identified. The objective in this overview is an attempt to explain why otherwise important contributions to understanding educational processes have had marginal effects only on improving the relative educational attainment of working class pupils. Advancement towards equal opportunity may be elusive because the obstacles to this are entrenched in the divisions of the society (Westergaard & Resler, I976).
Published Version
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