An investigation into the aspirations and perceptions of future selves of young learners in Staffordshire

About this project

• Education for Social Justice

This study investigated the aspirations of pupils in primary and secondary schools located in low-socioeconomic areas in Staffordshire.

The research investigated the complexity of pupil aspirations, their self-efficacy, the merits of investment in education and notions of their perceived future selves.  The research also considered the expectations and support of parents and teachers/schools.  The methods of data collection included trigger activities (children’s drawings) and focus groups.  The research findings concluded that pupils’ occupational aspirations are largely fashioned by gender-specific ideas about certain jobs and of the status hierarchies within the labour market. Stereotypical choices are apparent.  Pupils’ aspirations and employment are influenced by their social capital and the direct influences upon their lives.  Those from richer social capital backgrounds have more exposure and knowledge of broader job roles. Pupils do not readily connect the steppingstones of transitions in schooling; they are not making clear connections between progressions from Year 6, secondary, GCSEs, A Levels/BTECs and Higher Education.  Children are more articulate about entering the job market in lower positions and working their way through, rather than gaining higher qualification levels and entering on a higher salary.  Purposeful career development planning is limited.

Fully funded by Staffordshire County Council.