Social Mobility in Education

Is the Purpose of State Education to Make Everyone Middle Class?

I saw this question in The Little Book of Thunks by Ian Gibert (2007). This is very much an emotive issue and is the type of question that someone might throw into a late-night conversation where people start staring into their drink while someone pontificates.  However, I thought I’d have a go at a measured, objective response.  This would prompt a conversation, leave room for reflection and allow revision. That sounds very middle class in itself and I say that as someone who comes from a working class background.  However, I’m always confronted with the idea that as my parents told me to listen to my teachers in a deferential way, by engaging with school, being educated and then pursuing a career in academia, that I have become de facto middle class. Is this what the social mobility agenda is about?

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State education in the UK is often seen as a crucial means of enabling social mobility, providing a means for individuals from all socioeconomic backgrounds to achieve a better standard of living and secure opportunities for upward mobility. Over time, it has become a symbol of hope for many disadvantaged communities, offering a pathway out of poverty. However, a more nuanced question arises: is the purpose of state education in the UK to make everyone middle class? To explore this, it is important to delve into the historical context, current policies, and the socio-economic impact of the education system on different social classes.

The historical context of education in the UK

Education in the UK has evolved significantly over the centuries. Prior to the late 19th century, the education system was largely private, with only the wealthy elite able to afford schooling. The Education Act of 1870, often referred to as the Forster Act, marked the beginning of state involvement in education, aiming to provide elementary schooling to all children, irrespective of class. The concept of a 'universal' education system emerged, intended to raise the intellectual and moral standards of the population and contribute to the country's progress. However, this early system still reflected deep class divisions, with a rigid hierarchy of schools that reinforced social stratification.

In the 20th century, the 1944 Butler Education Act brought about a significant change, introducing the tripartite system of secondary education, with grammar schools for the academically inclined, secondary modern schools for others, and technical schools for those pursuing vocational training. This system reinforced the idea that different classes were suited for different types of education and future careers. The debate about the purpose of education as either a means of fostering equality or reinforcing class divisions was already evident at this time.

The middle-class ideal: Education as a means of aspiration

In contemporary society, the middle class is often associated with higher educational attainment, stable employment, home ownership, and financial security. Historically, education has been seen as a means of achieving these markers of middle-class status. So, is the aim of state education to push everyone toward this ideal?

The notion that education should act as a bridge to middle-class status is embedded within modern educational policy and discourse. The UK government has long been committed to social mobility, a concept that assumes that anyone, regardless of their background, should have the opportunity to rise to a higher social class. In 2011, David Cameron set out a vision for social mobility, calling it "the defining issue of our age" and introducing policies aimed at helping people from disadvantaged backgrounds secure a place in higher education and skilled employment.

One of the ways this is pursued is through a focus on academic success. The UK education system places a strong emphasis on qualifications such as GCSEs, A-levels, and university degrees as means of achieving a middle-class lifestyle. For example, in recent decades, there has been an increasing push to widen access to higher education for students from low-income families. Initiatives such as student loans, scholarships, and outreach programs are designed to ensure that all students have a fair chance of entering and succeeding in higher education. Additionally, the rise of the academy and free school systems has been justified by the promise of improving educational outcomes and ensuring that all students are prepared for the demands of an increasingly competitive job market.

The social class divide in UK education

Despite the rhetoric of social mobility, the reality of state education in the UK is far more complex. There is significant evidence that social class continues to play a central role in determining educational outcomes and access to opportunities. According to the Social Mobility Commission's 2017 report, children from disadvantaged backgrounds are still far less likely to achieve good GCSE results and are underrepresented in top universities. Data from the Higher Education Statistics Agency (HESA) shows that the gap between the richest and poorest students attending university remains significant, with students from higher socio-economic backgrounds far more likely to attend prestigious Russell Group universities, let alone Oxford and Cambridge.

This is not to say that education does not offer opportunities for individuals to improve their circumstances. However, the system is not as equitable as it may appear on the surface. One of the key factors contributing to these disparities is the quality of schools. Children from middle-class families are more likely to attend schools with better resources, higher-quality teaching, and greater access to extracurricular opportunities, all of which contribute to higher academic achievement. On the other hand, schools in disadvantaged areas often face significant challenges, including overcrowded classrooms, limited resources, and a higher turnover of staff.

Furthermore, a growing body of research suggests that the education system in the UK reinforces existing social inequalities rather than alleviating them. For instance, studies have shown that children from disadvantaged backgrounds often experience a 'cultural mismatch' in schools. This refers to the fact that the values, behaviours, and ways of thinking encouraged in schools are often more aligned with middle-class cultural norms than with those of working-class or low-income families. The result is that children from disadvantaged backgrounds may struggle to fit into the educational environment and are at a disadvantage in terms of both academic success and social integration.

The role of curriculum and class expectations

One of the most profound ways in which the state education system may be said to reinforce middle-class values is through the curriculum itself. The curriculum in the UK, especially at the GCSE and A level, places a strong emphasis on academic subjects such as English, mathematics, the sciences, and the humanities. These subjects are often seen as essential for gaining entry to university and securing professional careers. However, they also reflect a particular cultural and social class bias. The focus on academic achievement and knowledge, while valuable in many respects, tends to undervalue practical and vocational skills, which are often associated with working-class backgrounds.

Much of education is still focussed on essay writing as a means of assessment of understanding

Furthermore, the emphasis on 'traditional' academic subjects in the curriculum reinforces the idea that a middle-class lifestyle, characterized by white-collar jobs, is the goal of education. Subjects such as music, drama, and the arts, which are often associated with creativity and emotional intelligence, are sometimes side-lined or treated as less important. This can leave students from working-class backgrounds feeling disconnected from the curriculum, as their lived experiences and cultural knowledge may not be reflected in the subjects they are taught.

Additionally, the nature of schooling itself often reinforces middle-class values. Research by sociologist Pierre Bourdieu suggests that schools function as a “field” in which students must navigate and adapt to succeed. Middle-class students, who are more likely to come from families with higher educational attainment and greater cultural capital, are better equipped to succeed in this environment. They are familiar with the norms and expectations of the educational system and can leverage their social networks to gain advantages. Working-class students, on the other hand, may lack this cultural capital and struggle to navigate a system that often privileges middle-class ways of thinking and behaving.

State education and its economic and class implications

The economic structure of the UK is also a key factor in the purpose and outcomes of state education. In an increasingly competitive job market, the demand for highly skilled workers has led to an expansion of higher education. However, this has also led to the commodification of education, where universities and qualifications are seen as a means of securing employment, rather than a process of personal development or intellectual exploration. The growing marketization of education, with the introduction of tuition fees and student loans, has made the pursuit of higher education more expensive and has created barriers for those from lower-income backgrounds.

This market-driven model has implications for the purpose of education, which some argue is not just about providing opportunities for social mobility but also about preparing individuals to serve the needs of the economy. From this perspective, education can be seen as a tool for creating a skilled, productive workforce that can contribute to the nation’s economic growth. In this sense, state education may be less about achieving a specific social ideal, such as making everyone middle class, and more about equipping individuals with the necessary skills to participate in a globalized economy.

Conclusion

In conclusion, the purpose of state education in the UK is a complex and multifaceted issue. While the education system aims to provide opportunities for social mobility and reduce inequality, the reality is that it often reinforces class divisions. The idea of making everyone middle class through education is a misleading oversimplification. Education can help individuals from disadvantaged backgrounds improve their circumstances, but structural inequalities within the system, such as disparities in school quality, cultural biases, and the effects of economic inequality, make it difficult for many to access the opportunities needed to achieve a middle-class lifestyle.

Ultimately, the question of whether the purpose of state education is to make everyone middle class depends on how one defines the “purpose” of education itself. If the goal is to create a more egalitarian society where everyone has an equal chance of success, then the current education system in the UK has much room for improvement. If the goal is to prepare individuals for participation in an economic system that values academic achievement and market-driven success, then the education system is achieving its aim—though perhaps at the cost of deepening existing social inequalities.

Academic studies, including those by Bourdieu, the Social Mobility Commission, and other educational researchers, highlight that achieving true social mobility requires addressing the structural inequalities in both the education system and the wider society. Therefore, the purpose of state education should not solely be to push everyone toward middle-class ideals, but rather to ensure that education is truly equitable, offering opportunities for personal development, social contribution, and success for all, irrespective of class.