Cole, M. (2022) ‘Who benefits from markets in education?’, Sociology Review, 32 (2), pp.10-14.
Activists and policymakers on all sides of the political divide argue that UK education policy is not fulfilling their hopes of a better deal for all. How did we get here? This article supports your unit on Education. Look out for the exam-style question in this article.
Wilson, S. and McGuire, K. (2022) ‘Stigma power and parental engagement in education’, Sociology Review, 32 (1), pp.2-5.
Social identity impacts on whether parents feel capable when engaging with their children’s education. Why is it that not all parents feel comfortable and confident to work with schools?
Brooks, R. (2021) ‘Higher education and diversity in Europe’, Sociology Review, 30 (3), pp.30-33.
Social characteristics influence the experience of higher education. But do staff across Europe understand this in the same way as students?
Campbell, P. (2020) ‘Race equality and higher education’, Sociology Review, 30 (1), pp.2-5.
Why have sociologists argued that UK universities should ‘decolonise’ the curriculum in all subjects for the benefit of all their students? This article includes an AQA exam-style question.
Garrod, J. (2020) ‘What shapes pupils’ job aspirations?’, Sociology Review, 29 (3), pp.26-27.
What careers do young children aspire to? Can they be taught a broader outlook?
Williams, J. (2020) ‘Cultural capital in schools’, Sociology Review, 29 (3), p7.
Should Ofsted expect schools to deliver ‘cultural capital’ for all students?
Gamsu, S. (2019) ‘Ethnicity and inequality in state schools’, Sociology Review, 29 (2), pp.28-31.
How do state schools, especially in and around London, maintain their elitist credentials while opening up to children from minority ethnic backgrounds?
Garrod, J. (2019) ‘Research roundup: who applies to university?’, Sociology Review, 29 (2), pp.32-33.
We explore some new research into the relationship between information about higher education and the numbers who apply.
Kulz, C. (2019) ‘Race and class in an urban academy school: can structure liberate?’, Sociology Review, 28 (4), pp.28-31.
A study of an academy school run on the basis that ‘structure liberates’ raises questions about inbuilt racism and classism.
Richards, G. (2019) ‘Working-class girls: dreams versus reality’, Sociology Review, 28 (4), pp.25-27.
This article presents research into the barriers to upward mobility through educational achievement that are faced by girls from working-class backgrounds.
Williams, J. (2019) ‘School, diversity and the middle classes’, Sociology Review, 28 (3), pp.22-23.
The findings of a recent study show the influence of white middle-class ‘cliques’ among school parents.
Garrod, J. (2018) ‘Separating boys and girls at school’, Sociology Review, 28 (1), pp.26-27.
Does sending your child to a single-sex school offer any advantages?
Holborn, M. (2018) ‘Education with methods in context: school subcultures’, Sociology Review, 27 (3), pp.14-15.
How would you approach this AQA-style question? Read our advice before having a go yourself. Issue no. 4 explores a sample answer to the school subcultures question.
Reay, D. (2018) ‘The miseducation of the working classes’, Sociology Review, 28 (1), pp.12-15.
Explores recent research data to show that English working-class children are being let down by the school system.
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