Challenging Classes?: Exploring the Role of Social Class within the Identities and Achievement of British Chinese Pupils  

Oleh:

Archer, Louise ; Francis, Becky

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Sociology vol. 40 no. 01 (Feb. 2006), page 29–49.
Topik: achievement; Chinese; ethnicity; identity; social class
Fulltext: 29.pdf (171.1KB)

Isi artikel

British Chinese identities remain under-theorized within sociology and the sociology of education – and yet they offer a potentially interesting angle to debates around the (re)production of privileges/inequalities given the growing phenomenon of Chinese educational ‘success’. British Chinese pupils’ educational success is especially interesting given the ‘working-class’ positionings of many Chinese families in Britain. In this article we explore the utility of Bourdieuian-influenced theories of social class as a lens through which to examine the identities, educational experiences and achievement of British Chinese pupils. In so doing, we aim to extend existing class theories through a more detailed consideration of the racialized context of class.We suggest that British Chinese families can be read as employing particular forms of family capital (cultural, social and economic), together with a diasporic discourse of ‘Chinese valuing of education’, to promote educational achievement. However, structural inequalities/injustices remain key concerns.

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