Outline and explain two factors which may lead to some members of the working class achieving upward social mobility.
AQA
A Level
2024
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Outline and Explain Two Factors Which May Lead to Some Members of the Working Class Achieving Upward Social Mobility
Introduction
This essay will outline and explain two factors which may lead to some members of the working class achieving upward social mobility. Upward social mobility refers to the movement of individuals or groups from a lower socioeconomic position to a higher one. While social mobility is often considered a key feature of a meritocratic society, significant disparities persist, and the working class often faces significant barriers to upward mobility. The essay will explore two key factors that can facilitate working-class upward mobility: meritocratic education and changes in the occupational structure.
Meritocratic Education
One factor that can facilitate working-class upward mobility is meritocratic education. This refers to the idea that individuals can achieve success based on their abilities and hard work, regardless of their social background. In a meritocratic education system, access to high-quality education is available to all, and individuals are assessed based on their performance, not their social class.
For example, the Sutton Trust (2019) has found that disadvantaged students who are awarded places at top universities are more likely to achieve high salaries and career success in later life. This suggests that a strong education system can act as a bridge for upward social mobility, providing working-class individuals with the skills and qualifications they need to compete for jobs and improve their socioeconomic standing.
Counterarguments and Limitations
While meritocratic education can play a role in upward mobility, it is important to acknowledge its limitations. For example, studies by Blanden et al. (2005) have shown that working-class students are less likely to attend selective schools, even when they have high levels of ability. This is due to a range of factors, including the concentration of disadvantaged schools in deprived areas, and the lack of access to resources and support networks. Furthermore, even within meritocratic education systems, social class can still have an impact on educational outcomes. This is because factors such as cultural capital (Bourdieu, 1986) and parental aspirations can influence a student's motivation and success in education.
Changes in the Occupational Structure
Another factor that can contribute to working-class upward mobility is changes in the occupational structure. The occupational structure refers to the distribution of jobs in society and how these jobs are valued. Over the past few decades, there has been a shift towards a more knowledge-based economy, with a growing demand for skilled and educated workers. This has created opportunities for individuals with qualifications and skills to move up the social ladder.
Examples and Evidence
For example, the rise of the service sector has provided opportunities for working-class individuals with good communication and interpersonal skills to gain employment in sectors such as retail, hospitality, and customer service. Additionally, advancements in technology have created new jobs in areas such as software development, data analysis, and digital marketing, which offer greater earning potential for individuals with the necessary skills. Studies by Goldthorpe (1980) have shown that the expansion of the service sector has led to an increase in the number of working-class individuals who are able to achieve upward mobility.
Counterarguments and Limitations
However, it's important to consider that while changes in the occupational structure have created opportunities for some, not all working-class individuals benefit equally. Factors such as social networks, cultural capital, and access to training and education can still influence an individual's ability to take advantage of these opportunities. Furthermore, the growth of the gig economy and precarious work has led to an increase in low-paying, insecure jobs, further entrenching some working-class individuals in poverty.
Conclusion
In conclusion, while upward social mobility remains a complex and challenging issue, two key factors can contribute to working-class individuals moving up the social ladder: meritocratic education and changes in the occupational structure. While both factors offer potential for upward mobility, it's important to acknowledge their limitations and the persistence of social inequalities. In order to promote greater social mobility, a comprehensive approach that addresses a range of factors, including social, economic, and educational inequalities, is essential.
Bibliography
Blanden, J., Gregg, P., and Machin, S. (2005). Intergenerational Social Mobility in Britain. London: Institute for Fiscal Studies.
Bourdieu, P. (1986). The Forms of Capital. In: Handbook of Theory and Research for the Sociology of Education. New York: Greenwood Press.
Goldthorpe, J.H. (1980). Social Mobility and Class Structure in Modern Britain. Oxford: Clarendon Press.
Sutton Trust (2019). The Sutton Trust Report: Social Mobility and Higher Education 2019. London: Sutton Trust.
Social Mobility and the Working Class
Social mobility, the movement of individuals or groups between different socio-economic positions, is a complex and multifaceted phenomenon. While barriers to upward mobility persist for many within the working class, certain factors can contribute to their advancement. This essay will examine two significant factors: meritocratic education and changes in the occupational structure, exploring how they can facilitate upward social mobility for some members of the working class.
Meritocratic Education: A Pathway to Upward Mobility
A central argument for meritocracy posits that success is determined by individual talent and effort, regardless of social background. In this context, education, theoretically accessible to all, becomes a crucial tool for upward mobility. Working-class pupils who excel academically can gain qualifications that open doors to higher education and subsequently, higher-status occupations.
However, sociologists like Pierre Bourdieu argue that education systems often perpetuate existing social inequalities. Working-class students may lack the cultural capital and economic resources (e.g., private tutoring, access to enriching extracurriculars) enjoyed by their more affluent peers. This disparity contributes to an "achievement gap" that can hinder their upward trajectory despite meritocratic ideals.
Despite these limitations, initiatives like compensatory education programs and university access schemes aim to level the playing field. The Sutton Trust, for instance, has highlighted the importance of addressing educational inequalities to improve social mobility prospects for disadvantaged students. By providing targeted support and widening access to higher education, such initiatives can empower working-class individuals to break free from inherited disadvantages.
Shifts in the Occupational Structure: Creating New Opportunities
Beyond education, changes in the occupational structure itself can create pathways for upward mobility. The decline of traditional manufacturing industries in many developed economies has led to a growth in the service sector and knowledge-based occupations. This shift has generated new opportunities for skilled workers, regardless of their social origin.
For instance, the rise of the tech industry has created numerous high-paying jobs accessible to those with the requisite skills, potentially benefiting ambitious individuals from working-class backgrounds. This is not to say that structural barriers disappear entirely. Access to training, networks, and even geographical location can still impact an individual's ability to capitalize on these opportunities.
However, when coupled with educational attainment, changes in the occupational landscape can create a context where upward mobility becomes a tangible possibility for some within the working class. They can acquire skills and qualifications that align with emerging industries, increasing their chances of securing higher-status and better-remunerated positions.
Conclusion
While social mobility remains a complex issue, both meritocratic education and shifts in the occupational structure represent significant factors that can contribute to the upward mobility of some working-class individuals. While acknowledging that barriers to advancement persist, access to quality education and the emergence of new occupational opportunities provide pathways for those with the talent and determination to improve their socio-economic standing. By addressing inequalities within the education system and fostering an inclusive labour market, societies can create a more equitable playing field and enable social mobility based on individual merit and effort.