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Bourdieu-type Discrimination of Welsh speakers and School to Work Transition / BALAUSSA SHAIMAKHANOVA

Swansea University Author: BALAUSSA SHAIMAKHANOVA

  • E-Thesis under embargo until: 28th September 2028

DOI (Published version): 10.23889/SUthesis.64668

Abstract

Inequality in the UK educational system is a well-known problem. Pierre Bourdieu conceptualized a cultural-identity-related bias illustrated as a cause of educational inequality in France. I apply his conceptual framework to the case of the UK and Wales. My choice is motivated by the historical prec...

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Published: Swansea, Wales, UK 2023
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
Supervisor: Tubadji, Annie., Boy, Frederic. and Thomas, Wayne .
URI: https://cronfa.swan.ac.uk/Record/cronfa64668
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first_indexed 2023-10-06T11:13:48Z
last_indexed 2023-10-06T11:13:48Z
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spelling v2 64668 2023-10-06 Bourdieu-type Discrimination of Welsh speakers and School to Work Transition 268a104d7f2e958ba50152e2b6da167d BALAUSSA SHAIMAKHANOVA BALAUSSA SHAIMAKHANOVA true false 2023-10-06 Inequality in the UK educational system is a well-known problem. Pierre Bourdieu conceptualized a cultural-identity-related bias illustrated as a cause of educational inequality in France. I apply his conceptual framework to the case of the UK and Wales. My choice is motivated by the historical precedence of the Welsh-Not phenomenon expressed in the under-evaluation of the Welsh cultural identity. I define this as the Bourdieu-type bias. The aim of my thesis is to explore and document the presence of Bourdieu-type bias in the UK educational system from the end of the Welsh Not period till nowadays. Namely, I conduct empirical tests for the presence of the Bourdieu-type bias in relation to: (i) entrepreneurial activity; (ii) socio-economic mobility; (iii) heterogenous teacher biased expectations; (iv) teacher biased expectations and aspirational gaps. For the first two chapters of my thesis, I use a unique historic dataset from a Welsh secondary boys’ school, that I discovered in Glamorgan Archives in Swansea. I employ a variety of non-parametric and parametric econometric tests. Specifically, I used the causal two stage least squares with instrumental variable method. For the remaining two chapters of my thesis, I use the large British National Child Development Survey. This survey is richly informed with variables approximating the Bourdieu-type mechanism. It offers data for later time periods than the first dataset, thus allowing me to study the persistence of the Bourdieu-type bias over time. Among others, I use here a multiple hypothesis testing approach to cross-check whether my statistical test on Bourdieu-type bias is not driven by other coinciding processes. My findings document the presence and persistence of Bourdieu-type negative bias towards Welsh-speaking students. The value-added of my work is that I reveal how besides economic endowments and family wealth, cultural stereotyping affects deeply the future of people through the educational system. E-Thesis Swansea, Wales, UK Bourdieu, School to Work Transition, Discrimination, Welsh Not 6 10 2023 2023-10-06 10.23889/SUthesis.64668 A selection of third party content is redacted or is partially redacted from this thesis due to copyright restrictions. COLLEGE NANME COLLEGE CODE Swansea University Tubadji, Annie., Boy, Frederic. and Thomas, Wayne . Doctoral Ph.D 2023-10-06T12:24:34.9127313 2023-10-06T12:08:44.6031038 Faculty of Humanities and Social Sciences School of Management - Business Management BALAUSSA SHAIMAKHANOVA 1 Under embargo Under embargo 2023-10-06T12:12:53.5965360 Output 5372471 application/pdf E-Thesis true 2028-09-28T00:00:00.0000000 Copyright: The Author, Balaussa Shaimakhanova (Azubayeva), 2023. Distributed under the terms of a Creative Commons Attribution Non Commercial 4.0 License (CC BY-NC 4.0). true eng https://creativecommons.org/licenses/by-nc/4.0/
title Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
spellingShingle Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
BALAUSSA SHAIMAKHANOVA
title_short Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
title_full Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
title_fullStr Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
title_full_unstemmed Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
title_sort Bourdieu-type Discrimination of Welsh speakers and School to Work Transition
author_id_str_mv 268a104d7f2e958ba50152e2b6da167d
author_id_fullname_str_mv 268a104d7f2e958ba50152e2b6da167d_***_BALAUSSA SHAIMAKHANOVA
author BALAUSSA SHAIMAKHANOVA
author2 BALAUSSA SHAIMAKHANOVA
format E-Thesis
publishDate 2023
institution Swansea University
doi_str_mv 10.23889/SUthesis.64668
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
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description Inequality in the UK educational system is a well-known problem. Pierre Bourdieu conceptualized a cultural-identity-related bias illustrated as a cause of educational inequality in France. I apply his conceptual framework to the case of the UK and Wales. My choice is motivated by the historical precedence of the Welsh-Not phenomenon expressed in the under-evaluation of the Welsh cultural identity. I define this as the Bourdieu-type bias. The aim of my thesis is to explore and document the presence of Bourdieu-type bias in the UK educational system from the end of the Welsh Not period till nowadays. Namely, I conduct empirical tests for the presence of the Bourdieu-type bias in relation to: (i) entrepreneurial activity; (ii) socio-economic mobility; (iii) heterogenous teacher biased expectations; (iv) teacher biased expectations and aspirational gaps. For the first two chapters of my thesis, I use a unique historic dataset from a Welsh secondary boys’ school, that I discovered in Glamorgan Archives in Swansea. I employ a variety of non-parametric and parametric econometric tests. Specifically, I used the causal two stage least squares with instrumental variable method. For the remaining two chapters of my thesis, I use the large British National Child Development Survey. This survey is richly informed with variables approximating the Bourdieu-type mechanism. It offers data for later time periods than the first dataset, thus allowing me to study the persistence of the Bourdieu-type bias over time. Among others, I use here a multiple hypothesis testing approach to cross-check whether my statistical test on Bourdieu-type bias is not driven by other coinciding processes. My findings document the presence and persistence of Bourdieu-type negative bias towards Welsh-speaking students. The value-added of my work is that I reveal how besides economic endowments and family wealth, cultural stereotyping affects deeply the future of people through the educational system.
published_date 2023-10-06T12:24:36Z
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score 11.028798

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