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DOI•

Learning to Labour: How Working Class Kids Get Working Class Jobs

江俊儒
01 Dec 2011-Iss: 32, pp 5-8
About: The article was published on 2011-12-01 and is currently open access. It has received 1252 citations till now. The article focuses on the topics: Working class.
Citations
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Leveling the Playing Field: Curriculum Studies and Fast Pitch Softball

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Melinda M. Roberts
01 Jan 2012

12 citations

Cites background or methods from "Learning to Labour: How Working Cla..."

  • ...And while Willis’s (1997) work was concerned with the segregation among the classes, I want to make a connection to his work concerning gender. For like the working class boys of Willis’s (1997) study, women and girls of all classes, too, have been pigeon-holed into positions of...

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  • ...And while Willis’s (1997) work was concerned with the segregation among the classes, I want to make a connection to his work concerning gender....

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  • ...Willis (1977) found that the youth he studied were indeed aware that the schooling they received was meant to prepare them to remain in their positions in the class system of Britain; yet, because they resisted education through various means, they remained pigeon-holed in the very situations the…...

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Journal Article•DOI•
Deprivation, social class and social mobility at Big Four and non-Big Four firms

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Catriona Paisey1, Nick Paisey2, Heather Tarbert3, Betty H.T. Wu1•
University of Glasgow1, Heriot-Watt University2, University of the West of Scotland3
02 Jan 2020-Accounting and Business Research
TL;DR: Using the work of Bourdieu and Savage, this paper investigated social class and social mobility among chartered accountants who qualified with The Institute of Chartered Accountants of Scotland.
Abstract: Using the work of Bourdieu and Savage, this paper investigates social class and social mobility among chartered accountants who qualified with The Institute of Chartered Accountants of Scotland in ...

12 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...…and sociological research literature that parents’ occupations influence the educational and occupational attainment of children (Willis 1977, Lampard 1995, Jackson and Marsdon 2011, Buis 2013) as illustrated by the subtitle of Willis’ (1977) book – ‘How working class kids get working class jobs’....

    [...]

  • ...…in the educational and sociological research literature that parents’ occupations influence the educational and occupational attainment of children (Willis 1977, Lampard 1995, Jackson and Marsdon 2011, Buis 2013) as illustrated by the subtitle of Willis’ (1977) book – ‘How working class kids get…...

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Dissertation•
‘On road’ culture in context: masculinities, religion, and ‘trapping’ in inner city London

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Ebony Reid
01 Jan 2017
TL;DR: In this paper, the authors propose a solution to solve the problem of the problem...........................................................................................................2 2.1.2.1]... 2.2
Abstract: ..........................................................................................................2

12 citations

Cites background or methods from "Learning to Labour: How Working Cla..."

  • ...Working-class young people are not channelled into working-class jobs, as was the case in Paul Willis’s (1977) ‘learning to labour’....

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  • ...Brake, M. (1980) The Sociology of Youth Cultures and Youth Subcultures, London: Routledge and Kegan Paul....

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  • ...Durkheim, E. (1952) Suicide, A Study in Sociology, London: Routledge and Kegan Paul....

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  • ...Such a sentiment was echoed in Paul Willis’s (1977) study into ‘why working-class kids get working-class jobs’....

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  • ...With its Marxist approach, the Birmingham School sought to critically explore, using a grounded theory approach, wider systems of power, and the impact of structural disparities in the lives of working-class young people (see, in particular, Willis, 1977 and Cohen, 1972)....

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Examining the Long-Term Suspension Process for Students Classified with an Emotional Disturbance

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Samantha Brody
01 Jan 2018
TL;DR: In this article, a qualitative, phenomenological study was conducted to explore the lived experiences of students classified with an emotional disturbance who were long-term suspended from school, their parent/ guardians, and school administrators.
Abstract: The purpose of this qualitative, phenomenological study was to explore the lived experiences of students classified with an emotional disturbance who were long-term suspended from school, their parent/ guardians, and school administrators. Using a semi-structured interview design, this study provided participants in an urban school district in upstate New York, with an opportunity to share their firsthand perspectives on the long-term suspension process and its effects on student identities, school experiences, and future ambitions. Research questions were aligned with Bandura’s self-efficacy theoretical framework. The first research question examined the experiences of students with an emotional disturbance during the long-term suspension process. The second research question explored what, if any, were the perceived effects of the long-term suspension process on students with an emotional disturbance during and after serving their long-term suspension. As a result data collected from the participants, three themes emerged from the first research question: (a) asymmetrical educational experience; (b) communication failure; and (c) self-destructive relationships. In addition, four themes surfaced from the second research question: (a) perceptions of being misunderstood and worthless; (b) set up for failure; (c) public school pipeline to incarceration; and (d) preventable wildfire. The findings from this study suggest that the current long-term suspension process exacerbates the academic failure of the students, and leaves students with a diminished sense of well-being. Participant data revealed that there is consensus that the long-term suspension system, as currently operated, is broken and in need of comprehensive repair. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Marie Cianca Second Supervisor Donna Riter Subject Categories Education This dissertation is available at Fisher Digital Publications: https://fisherpub.sjfc.edu/education_etd/387 Examining the Long-Term Suspension Process for Students Classified with an Emotional Disturbance

12 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...Willis (2011) and MacLeod (1995), respectively, found that nonconformist students tend to fail and are, ultimately, pushed out of schools because their decision to not fit in is too often met with intolerance and ridicule....

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Dissertation•
Within the limits : respectability, class and gender in Hyderabad

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Amanda Gilbertson
01 Jan 2011
TL;DR: The authors argue that modernity and tradition, the local and the global are objects of desire in and of themselves and instead argue that they function as important reference points in discourses that legitimate the dominant position of men and those of upper class-caste status.
Abstract: Drawing on twelve months of fieldwork in suburban Hyderabad, India, this thesis contributes to emerging debates on the Indian new middle classes and postcolonial middle classes more generally I challenge images of a homogenous middle class enjoying the benefits of liberalization by highlighting the diversity in wealth, lifestyle and access to opportunities within this class sector Contrary to the pervasive image of a hedonistic and morally corrupt new middle class, I assert the centrality of moral discourses to the construction of middle-class identity in Hyderabad Middle-class Hyderabadis engage in moral discourses of ‘respectability’ and ‘open-mindedness’ in relation to caste, consumption, education, and women’s public and domestic roles These discourses of morality are central to the reproduction of class and gender inequality as successfully balancing the demands of respectability and open-mindedness is particularly difficult for those with fewer resources such as the lower middle class and for women who are expected to embody authentic Indianness in their demure comportment, ‘traditional’ attire and commitment to ‘Indian’ family values, but are also liable to being judged ‘backward’ if their clothing and lack of education and paid employment are seen to be in conflict with fashion and open-mindedness The focus on balance and compromise in middle-class Hyderabadis’ narratives echoes other work on postcolonial middle classes that has emphasised people’s efforts to adhere to local notions of respectable behaviour that are central to national identities while also attempting to align themselves with a ‘modern’ global consumer culture In contrast to much of this literature, however, I challenge the notion that modernity and tradition, the local and the global are objects of desire in and of themselves and instead argue that they function as important reference points in discourses that legitimate the dominant position of men and those of upper class-caste status

11 citations

Cites background or result from "Learning to Labour: How Working Cla..."

  • ...Second, I incorporate Paul Willis’ (1977) notion of ‘cultural production’ in order to present middle-class Hyderabadis as creatively constructing performances of respectability, open-mindedness, fashion and femininity that are informed by a partial consciousness of the ways in which they are shaped…...

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  • ...Second, I incorporate Paul Willis’ (1977) notion of ‘cultural production’ in order to present middle-class Hyderabadis as creatively constructing performances of respectability, open-mindedness, fashion and femininity that are informed by a partial consciousness of the ways in which they are shaped by their circumstances....

    [...]

  • ...I found, as Beverley Skeggs (2005: 26) did in her research with working-class women in Britain, and as has been reported in other studies of the Indian middle classes (Liddle & Joshi 1986: 185; van Wessel 2001: 240), that rather than completely taking on the “view of the dominant on the dominant themselves” (Bourdieu, 2001: 42), women ‘partially penetrated’ (Willis 1977) the social processes which construct the conditions of their subordination and critiqued masculine traits and dispositions....

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References
More filters
Book Chapter•DOI•
Communities of Practice and Social Learning Systems: the Career of a Concept

[...]

Etienne Wenger
01 Jan 2010
TL;DR: The concept of community of practice was not born in the systems theory tradition as discussed by the authors, but it has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory.
Abstract: The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its potential for developing a social discipline of learning.

1,082 citations

Book•
Punished: Policing the Lives of Black and Latino Boys

[...]

Victor M. Rios
27 Jun 2011
TL;DR: In this article, the Flatlands of Oakland and the Youth Control Complex are discussed. But the focus is on the role of black youth in the criminal justice system and community institutions.
Abstract: Preface Acknowledgments Part I Hypercriminalization 1 Dreams Deferred: The Patterns of Punishment in Oakland 2 The Flatlands of Oakland and the Youth Control Complex 3 The Labeling Hype: Coming of Age in the Era of Mass Incarceration 4 The Coupling of Criminal Justice and Community Institutions Part II Consequences 5 "Dummy Smart": Misrecognition, Acting Out, and "Going Dumb" 6 Proving Manhood: Masculinity as a Rehabilitative Tool 7 Guilty by Association: Acting White or Acting Lawful? Conclusion: Toward a Youth Support Complex Appendix: Beyond Jungle-Book Tropes Notes References Index About the Author

909 citations

Journal Article•DOI•
Learning to Be Illegal: Undocumented Youth and Shifting Legal Contexts in the Transition to Adulthood

[...]

Roberto G. Gonzales1•
University of Chicago1
01 Aug 2011-American Sociological Review
TL;DR: The authors examines the transition to adulthood among 1.5-generation undocumented Latino young adults and finds that for them, the transition from K to adulthood involves exiting the legally protected status of K to...
Abstract: This article examines the transition to adulthood among 1.5-generation undocumented Latino young adults. For them, the transition to adulthood involves exiting the legally protected status of K to ...

663 citations

Journal Article•DOI•
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice

[...]

Michael A. Lawson1, Hal A. Lawson2•
Binghamton University1, University at Albany, SUNY2
01 Sep 2013-Review of Educational Research
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.

528 citations

Journal Article•DOI•
The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth

[...]

Carola Suárez-Orozco1, Allyson Pimentel1, Margary Martin1•
New York University1
01 Mar 2009-Teachers College Record
TL;DR: The Longitudinal Immigrant Student Adaptation Study (LISA) as discussed by the authors used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years.
Abstract: Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design: The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings: Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the par

356 citations

Related Papers (5)
Learning to Labour: How Working Class Kids Get Working Class Jobs. Paul Willis

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Learning to Labour: How Working Class Kids Get Working Class Jobs@@@Young Workers: From School to Work@@@Knuckle Sandwich: Growing up in the Working Class City

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01 Dec 1979-British Journal of Sociology
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