Cultural Chameleons : an investigation into the construction and influences of working-class identities on the formal learning of white, baby-boomer males /Publisher: unpub. 2010Description: PDFSubject(s): Social Policy Congresses | Older Men | Education Psychological And Social Aspects | Baby Boom Generation | Educational Sociology | Academic Achievement | Social Classes | Conferences | Perception | Socioeconomic Status | Educational Participation | Disadvantaged Groups | Social Exclusion | The Australian Sociological Association (tasa). Conference (2010: North Ryde, N.S.W.) | EducationOnline Resources: Electronic copy
Conference paper presented at The Australian Sociological Association (TASA) Conference. Social Causes, Private Lives (2010 : North Ryde, N.S.W.) Bibliography : p. 9-11
This paper outlines the findings of a qualitative, narrative, retrospective investigation into white, working-class, baby-boomer males? perceptions of their own formal educational experiences. The study while accepting the significance of the socio-economic/class correlation also identified important non-material influences of class on the participants? formal learning. The investigation revealed how discursively marginalized social identities negotiated their relationship with formal learning environments. Social persistence or continuity was considered problematic because many effects normally associated with a stratified social structure were not obvious in the research data. The study showed that the participants' educational potential was affected more by the dynamics of personal interaction than broad socially constructed differences. It was found that the educational and social opportunities of the participant sample tended to be a consequence of the respect individual actors showed for each other both within and outside the context of the school.