Mathematics students’ aspirations for higher education: Class, ethnicity, gender and interpretative repertoire styles

Research Papers in Education

Volumn 23, Issue 2, 2008, Pages 153-165

  Hemandez Martinez, Paul ^a   Black, Laura ^a   Williams, Julian ^a   Davis, Pauline ^a   Pampaka, Maria ^a   Wake, Geoff ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

Higher education aspirations; Identity; Interpretative repertoire styles; Mathematics

Indexed keywords

EID: 84995742383     PISSN: 02671522     EISSN: 14701146     Source Type: Journal    
DOI: 10.1080/02671520802048687     Document Type: Article

References (23)

1. Archer, L. 2003. Social class and higher education. In Higher education and social class: Issues of exclusion and inclusion, ed. L. Archer, M. Hutchings, and A. Ross, 5-20. London: Routledge- Falmer.
2. Archer, L., A. Halsall, S. Hollingworth, and H. Mendick. 2005. ‘Dropping out and drifting away’: An investigation of factors affecting inner-city pupils’ identities, aspirations and post-16 routes: executive summary. Report commissioned by the Esmee Fairbaim Foundation. London: Institute for Policy Studies in Education.
3. Archer, L., S. Hollingworth, and A. Halsall. 2007. ‘University’s not for me — I’m a Nike person’: Urban, working-class young people’s negotiations of ‘style’, identity and educational engagement. Sociology 41, no. 2: 219-37.
4. Ball, S.J., J. Davies, M. David, and D. Reay. 2002. ‘Classification’ and ‘judgement’: Social class and the ‘cognitive structures’ of choice of higher education. British Journal of Sociology of Education 23, no. 1: 51-72.
5. Ball, S.J., D. Reay, and M. David. 2002. Ethnic choosing: Minority ethnic students, social class and higher education choice. Race Ethnicity and Education 5, no. 4: 333-57.
6. Beck, V., A. Fuller, and L. Unwin. 2006. Safety in stereotypes? The impact of gender and ‘race’ on young people’s perceptions of their post-compulsory education and labour market opportunities. British Educational Research Journal 32, no. 5: 667-86.
7. Brooks, R. 2003. Young people’s higher education choices: The role of friends and family. British Journal of Sociology of Education 24, no. 3: 283-97.
8. CACI. 2006. ACORN user guide. www.caci.co.uk.
9. Department for Education and Skills (DfES). 2003a. White Paper: The future of higher education. London: The Stationery Office.
10. Brooks, R. 2003b. Widening participation in higher education. London: The Stationery Office.
11. Edley, N. 2001. Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In Discourse as data: A guide to analysis, ed. M. Wetherell, S. Taylor, and S.J. Yates, 189-228. London: Sage and the Open University.
12. Hall, S. 1994. Cultural identity and diaspora. In Identity: Community, culture, difference, ed. J. Rutherford, 222-37. London: Lawrence & Wishart.
13. Lucey, H., J. Melody, and V. Walkerdine. 2003. Uneasy hybrids: Psychosocial aspects of becoming educationally successful for working-class young women. Gender and Education 15, no. 3: 287-99.
14. Lynch, K., and C. O’Riordan. 1998. Inequality in higher education: A study of class barriers. British Journal of Sociology of Education 19, no. 4: 445-78.
15. Potter, J., and M. Wetherell. 1987. Discourse and social psychology, beyond attitudes and behaviour. London: Sage.
16. Reay, D. 1998. ‘Always knowing’ and ‘never being sure’: Familial and institutional habituses and higher education. Journal of Educational Policy 13, no. 4: 519-29.
17. Reay, D., J. Davies, M. David, and S.J. Ball. 2001. Choices of degree or degrees of choice? Class, ‘race’ and the higher education choice process. Sociology 35: 855-74.
18. Robb, M. 2004. Men talking about fatherhood: Discourse and identities. In Communication, relationships and care. A reader, ed. M. Robb, S. Barrett, C. Komaromy, and A. Rogers, 121-30. London: Routledge.
19. Roberts, G. 2002. SET for success: The supply of people with science, technology, engineering and mathematical skills. London: DfES.
20. Sfard, A., and A. Prusak. 2005. Identity that makes a difference: Substantial learning as closing the gap between actual and designated identities (plenary talk). In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, ed. H.L. Chick, and J.L. Vincent, 1, 37-52. Melbourne: Psychology of Mathematics Education.
21. Shiner, M., and T. Modood. 2002. Help or hindrance? Higher education and the route to ethnic equality. British Journal of Sociology of Education 23, no. 2: 209-32.
22. Smith, A. 2004. Making mathematics count - the report of Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education. London: DfES.
23. Wetherell, M., and J. Potter. 1988. Discourse analysis and the identification of interpretative repertoires. In Analysing everyday explanation: A casebook, ed. C. Antaki, 169-83. London: Sage.