Question
Are grammar schools meritocratic engines for social mobility?
Answer
Grammar schools are often positioned as engines of social mobility, but evidence suggests they may not effectively fulfill this role.
Challenges to Meritocracy in Grammar Schools
Structural Inequalities: Grammar schools are critiqued for perpetuating social inequalities rather than alleviating them. The meritocratic discourse often places undue responsibility on schools and students, obscuring the significant role of structural disadvantages in shaping educational opportunities (Owens and De St Croix, 2020; Batruch et al., 2021).
Access Disparities: There are stark differences in grammar school attendance based on socio-economic status. High-achieving students from deprived backgrounds are significantly less likely to attend grammar schools compared to their peers from more affluent backgrounds, which undermines the goal of promoting social mobility (Burgess, Crawford and Macmillan, 2017; Burgess, Crawford and Macmillan, 2018).
Impact on Social Mobility
Limited Upward Mobility: While grammar schools may help some low-origin children move further within the social hierarchy, they do not significantly increase the likelihood of upward mobility compared to comprehensive schools. The benefits for low-income children are modest and limited (Boliver and Swift, 2011).
Negative Effects on Non-Selected Students: Students who narrowly miss out on grammar school placements in selective areas face disadvantages in higher education participation and outcomes compared to their peers in non-selective areas, highlighting the harm of selective systems (Burgess, Crawford and Macmillan, 2017).
Broader Implications
Reinforcement of Inequality: The belief in school meritocracy can legitimize social class hierarchies and reduce support for policies aimed at reducing inequality, thus maintaining existing social and economic disparities (Batruch et al., 2021; Jin and Ball, 2019).
Symbolic Domination: Even when working-class students achieve academic success in a meritocratic environment, they may experience a form of symbolic domination, distancing them from their origins without fully integrating into middle-class sensibilities (Jin and Ball, 2019).
Conclusion
Overall, grammar schools do not appear to be effective engines of social mobility. They often reinforce existing inequalities through selective access and limited benefits for disadvantaged students. The meritocratic narrative, while appealing, may obscure the deeper structural issues that need addressing to truly enhance social mobility.
References
Owens, J., & De St Croix, T., 2020. ENGINES OF SOCIAL MOBILITY? NAVIGATING MERITOCRATIC EDUCATION DISCOURSE IN AN UNEQUAL SOCIETY. British Journal of Educational Studies, 68, pp. 403 – 424. https://doi.org/10.1080/00071005.2019.1708863
Boliver, V., & Swift, A., 2011. Do comprehensive schools reduce social mobility?. The British journal of sociology, 62 1, pp. 89-110. https://doi.org/10.1111/j.1468-4446.2010.01346.x
Burgess, S., Crawford, C., & Macmillan, L., 2017. Assessing the role of grammar schools in promoting social mobility. **.
Burgess, S., Crawford, C., & Macmillan, L., 2018. Access to grammar schools by socio-economic status. Environment and Planning A: Economy and Space, 50, pp. 1381 – 1385. https://doi.org/10.1177/0308518X18787820
Batruch, A., Jetten, J., Van De Werfhorst, H., Darnon, C., & Butera, F., 2021. Belief in School Meritocracy and the Legitimization of Social and Income Inequality. Social Psychological and Personality Science, 14, pp. 621 – 635. https://doi.org/10.1177/19485506221111017
Jin, J., & Ball, S., 2019. Meritocracy, social mobility and a new form of class domination. British Journal of Sociology of Education, 41, pp. 64 – 79. https://doi.org/10.1080/01425692.2019.1665496
Ball, S. J. (2003) Class Strategies and the Education Market: The Middle Classes and Social Advantage. London: RoutledgeFalmer.
McCulloch, G. (2006) Education and the middle classes: the case of English secondary education 1868-1944. History of Education, 35(6), pp. 689-704.
