By Cathy Williams
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7 16-year-olds in full-time education by social class: UK 1989–2000 Source: Hayward et al. 8 Under 21-year-olds participating in higher education by social class: UK 1991– 2001 Source: Summerfield and Gill 2005 member states for which data are available, is that while absolute participation rates have increased for all socio-economic levels, the relative rates have barely changed’ (1999: 204). In Germany, for example, only 8 per cent of young people from the lowest social class entered higher education, as compared to 72 per cent of the highest social class (Skilbeck and Connell 2000).
Vocational and academic divisions remain entrenched with the experience of higher education having become polarized between the ‘old’ elite universities and the ‘new universities’ with inferior resources and graduate employment rates (McDonough 1997; McPherson and Schapiro 1999; Forsyth and Furlong 2000). 24 Young people and social change In many respects, changes in the organization of education are a reflection of political ideologies which have resulted in an increased tendency to treat education as a consumer product within a neo-liberal framework.
In the UK, at age 16 the performance of white and Asian young people tend to be similar, while African Carribeans (especially males) significantly underperform (DfES 2005). However, the average scores of Asians masks some very significant variations: those of Indian origin slightly outperform their white peers while Bangladeshis are far less likely to achieve a good standard of qualification. Reviewing trends in England between 1984 and 1999 and controlling for social class, (Croxford and Raffe 2005) show that, compared to the white population, those of Indian origin tend to have higher levels of attainment, Pakistanis were quite similar, while blacks and Bangladeshis perform significantly worse.