Using Exploratory Factor Analysis and Bourdieu's Concept of the "illusio" to Examine Inequality in an English School

Autor/in	Griffiths, Austin
Titel	Using Exploratory Factor Analysis and Bourdieu's Concept of the "illusio" to Examine Inequality in an English School
Quelle	In: Power and Education, 10 (2018) 1, S.40-57 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Griffiths, Austin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743818756910
Schlagwörter	Foreign Countries; Equal Education; Secondary Schools; Secondary School Students; Student Attitudes; School Attitudes; Low Income Students; Cultural Capital; Ability Grouping; Teacher Attitudes; Secondary School Teachers; Student Behavior; Factor Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Sekundarschüler; Schülerverhalten; Homogene Gruppierung; Niveaugruppierung; Streaming; Lehrerverhalten; Student behaviour; Faktorenanalyse
Abstract	This article examines how exploratory factor analysis and Bourdieu's concept of the "illusio" were applied to a study of an English secondary school in a disadvantaged area of the West Midlands. It examined the attitudes of the school's entire cohort of 156 students during their first year at the school. By comparing the students' self-reported attitudes to school and school practitioners' perceptions of students' attitudes to school, the study found that students from poorer backgrounds and those with a lower level of cultural capital were viewed more negatively than others by teachers and pastoral managers. Exploratory factor analysis was used to create robust economic and cultural capital profiles that reflected the capital within the field of the school. Exploratory factor analysis also created thematic factor scores from the data collected from both the students and the practitioners. The study found that the school, through ability grouping, created an elite group of high-capital students who practitioners perceived more positively than other students. However, this was not reflected in the students' self-reported views of the school. The findings suggested that although the outward appearance of the schooling had changed considerably since the tripartite system was introduced, the nature of the "illusio," and the students advantaged and disadvantaged by it, remained fundamentally the same. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01