07 SES 09 D JS, Gender, Social Class and Cultural Diversity
Joint Paper Session with NW 07 and NW 10
This paper is situated within the Diversity in Initial Teacher Education (DITE) in Ireland national research project. DITE explores the socio-demographic backgrounds, career motivations and experiences with diversity of applicants and entrants to primary and post-primary ITE at undergraduate and postgraduate levels for state-funded ITE programmes in Ireland. The focus of this paper is ITE applicants’ (and/or entrants, as relevant) social class backgrounds (formal categorisations), self-classifications and related explanations.
In the context of an important policy focus of widening participation in Irish higher education (HE), recently, there is an emphasis in research about what happens next to these groups, in terms of progression to postgraduate level, employment, and the professions, including teaching (HEA, 2015). While Ireland’s school populations significantly diversified through immigration during the ‘Celtic Tiger’ years, our ITE and teaching populations have remained predominantly white, female, and of the majority ethnic and social class groupings (Authors, 2015, 2016). In Ireland’s latest national access plan (HEA, 2015), there is a commitment to improving the participation of national HE target groups in Irish ITE, including those from lower socio-economic groups. The small amount of research on social class in ITE in Ireland points to the over-representation of higher socio-economic and Farming groups (Greaney, Burke, and McCann 1987), especially amongst primary ITE populations (Killeavy 1998; Drudy et al. 2005), and of the Manual Skilled and Farmers groups at post-primary level (Heinz, 2013). The recent restructuring of Irish ITE has included the extension to four years for undergraduate programmes and two years for postgraduate programmes. Coinciding with this change, Authors (2015) identified a statistically significant decrease in those from lower socio-economic groups entering postgraduate post-primary ITE programmes between 2013 and 2014.
Research has shown that working class teachers can positively impact working class pupils through emphasising high expectations, questioning the role of education in reproducing class-based inequalities (cf. Maguire, 1999, 2001, 2005; Burn, 2001), and having more social justice-oriented teaching motivations than others (cf. Authors, 2017; Keane, 2016). However, research also suggests that working class students ‘battle’ their way through ITE and into the teaching workplace, experiencing significant discontinuities in joining the middle class teaching profession (cf. Maguire, 1999; 2001; 2005; Burn, 2001).
The need to continue tracking the participation of socio-economic groups in ITE over time is clear. For Hall and Jones (2013), class is an important and yet invisible force shaping teachers’ early professional experiences. Understanding their self-classifications and related explanations is also important given that pre-service teachers lack understanding about their class (and ethnic) positionality and implications for teaching diverse groups (Mueller and O’Connor, 2007; Allard and Santoro, 2006).
Specifically, we will address the following research questions:
1) What are the social class backgrounds of ITE applicants, entrants and non-entrants in Ireland?
2) What social class groups are over- or under-represented in relation to the Irish and the general HE populations?
3) Do ITE application outcomes differ by social class background?
4) How do ITE entrants self-classify in terms of social class categorisations, and how do they explain these self-classifications?
•Allard, A., and N. Santoro. 2006. “Troubling Identities: Teacher Education Students’ Constructions of Class and Ethnicity.” Cambridge Journal of Education 36 (1): 115–129. •Burn, E. 2001. ‘Battling through the System: A Working Class Teacher in an Inner-city Primary School’. International Journal of Inclusive Education 5 (1): 85–92. •Drudy, S., Martin, M., Woods, M., and O’Flynn. J. 2005. Men and the Classroom: Gender Imbalances in Teaching. London: Routledge. •Greaney, V., A. Burke, and J. McCann. 1987. “Entrants to Primary Teacher Education in Ireland.” European Journal of Teacher Education 10 (2): 127–140. •Hall, D. and Jones , L. 2013. ‘Social class (in)visibility and the professional experiences of middle-class novice teachers’, Journal of Education for Teaching: International Research and Pedagogy, 39(4), 416-428 •Heinz, M. 2013. ‘The Next Generation of Teachers: An Investigation of Second-level Student Teachers’ Backgrounds in the Republic of Ireland’. Irish Educational Studies 32 (2): 139–156. •Higher Education Authority (2015) National Plan for Equity of Access to Higher Education 2015-2019, Dublin: HEA •Keane, E. 2016. ‘Being altruistically motivated: The postgraduate and career motivational orientations of access students at an Irish university’, Cambridge Journal of Education, DOI: 10.1080/0305764X.2016.1221886 •Killeavy, M. 1998. The Professional Development of Primary Teachers. Unpublished PhD diss., Trinity College Dublin. •Maguire, M. 1999. ‘A Touch of Class: Inclusion and Exclusion in Initial Teacher Education’. International Journal of Inclusive Education 3 (1): 13–26. •Maguire,M. 2001. ‘The Cultural Formation of Teachers’ Class Consciousness: Teachers in the Inner City’. Journal of Education Policy 16 (4): 315–331. •Maguire, M. 2005. ‘‘Not Footprints behind but Footsteps Forward’: Working Class Women who Teach’. Gender and Education 17 (1): 3–18. •Mueller, J., and C. O’Connor. 2007. ‘Telling and Retelling about Self and ‘Others’: How Pre-service Teachers (Re)Interpret Privilege and Disadvantage in One College Classroom’. Teaching and Teacher 23 (6): 840–856.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.