Titlebook: Working Class Girls, Education and Post-Industrial Britain; Aspirations and Real Gill Richards Book 2018 The Editor(s) (if applicable) and

Misnomer

Aspirations and Expectations,on findings from the first stage interviews at the two secondary schools. These identified the girls’ aspirations, hopes and fears for the future as they prepared for transitions within their school lives. Key themes are identified and explored, considering in particular, the strong influence of family and teachers on their aspirations.

peak-flow

What Else Can Schools Do?,ral to this discussion are the girls’ own perspectives, which identify in particular what they and their schools could have done differently, so the concluding suggestions for education practice development are based on ‘insider’ experiences of what schools offer.

Mere仅仅

Book 2018ompelling reading for students, academics and practitioners in Education, offering a unique appreciation of how working-class girls balance their own aspirations with the educational opportunities perceived to be available to them..

渗入

,What Do We Know About Girls’ Aspirations and Achievement?,ncerning issues of working-class students’ aspirations and achievement. These highlight the aspects relating to girls, but where appropriate, also draw on wider discourses, irrespective of gender. The primary focus is on education and school-based issues, but wider social influences like those of fa

dry-eye

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继而发生

Achieving Aspirations: What Did the Girls Do?, was completed two years later. The girls were all in post-compulsory education situations of work, study or unemployment. The interviews focused on what had happened since the first stage interviews, identifying the successes and barriers that the girls had experienced, and how families and schools

天然热喷泉

What Else Can Schools Do?,ieve their aspirations. These themes focus on confidence and trust, feelings of being valued, achieving dreams and successful learning behaviour. Central to this discussion are the girls’ own perspectives, which identify in particular what they and their schools could have done differently, so the c

新陈代谢

Book 2018st-industrial‘ settings, which are often areas of severe deprivation, and questions whether these place limitations on the achievements of the girls within the community. Based on an eight-year longitudinal study of girls in three primary schools and two secondary schools which differed in levels of

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