Social class differences in educational and career aspirations of senior secondary school students

Abstract

The differential access to social and educational opportunity by different social groups has become a major concern of both educational researchers and policy makers in New Zealand. It was within this context that, in 1988, the Ministry of Education conducted a nationwide survey of the educational and career aspirations of senior secondary school students for the purpose of providing statistical information for education planners. Because of its relevance to the problem of inequlaity of educational opportunity this study re-analysizes the data obtained from this survey. The theoretical framework employed originates from the literature of the new sociology of education and from the social theories of Bourdieu and Boudon in particular. Several overseas and New Zealand studies on the inequality of educational and social opportunity are reviewed and their relevant findings discussed. The aim ot the study is to demonstrate the relationship between educational and career aspirations and social class by providing statistical evidence of the extent of social reproduction or mobility occurring between different social groups. The research methodology utilises the comparative method and in particular, the static group comparison design. The questionnaire is the primary instrument of data collection. The study sample is derived from the Project FAST database and consisted of 8879 fifth year secondary school students who were studying at the seventh form level. The study found that the aspirations of students toward further education and training are influenced by the level of socio-economic status of the student's family; and that individual, family and school related factors are associated with the level of occupational aspirations expressed by students from different social groups. However schools and their communities have very little influence on the level of aspirations once the socio-economic status of the family is taken into account. The results of multivariate analyses show that socio-economic status and ethnic origin have a direct effect on the level of aspiration held by students from different social groups. The research and policy implications of the study are discussed within the context of current academic literature and the importance of integrating educational research on socio-economic differentials into the policy decision-making process is described.