New Sociologies of Elite Schooling

Jane Kenway, Aaron Koh

• Publisher: Taylor & Francis
• Year: 2019
• eBook ISBN: 9781351791274
• Edition: 1
• Topic: Education
• Subtopic: Education General

Elite schools have an intriguing capacity to endure and adapt in the face of social, cultural and political change. They help both to reproduce power, privilege and status and also to regularly produce them afresh. The intricacies involved, over time and place, have attracted the abiding empirical, methodological and conceptual interest of sociologists and historians; recently, anthropologists and geographers have also responded to their allure. Collectively, the focus of such studies is usually on class making and the manner in which gender and race/ethnicity, place and mobility overlap and are part of the mix.

This edited collection is framed around the notion of a 'new sociology of elite education', but it speaks into this wider space of inquiry in which studies of such schools are becoming more interdisciplinary. In so doing it brings together a new array of conceptual and theoretical tools while also deepening those that already exist. The contributions examine various configurations of contemporary class making and their attendant politics. These explorations are situated in the specificities of geographical locales where the complex dynamics of both national/local educational priorities and global/transnational forces are played out. In addition to showing how these dynamics put pressure on elite schools to redefine them, the book's diverse international focus shines a light on new and emerging global patterns. This book was originally published as a special issue of British Journal of Sociology of Education.

The transnational track: state sponsorship and Singapore’s Oxbridge elite

Rebecca Ye and Erik Nylander

This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates studying at Oxbridge and a dataset of the institutional origins of 580 Singaporean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

Introduction

Singapore is currently the third-largest source of international undergraduates at Oxford, a remarkable achievement for a city-state with the world’s 115th largest population. There is a greater proportion of the Singaporean population studying at Oxford than any country outside the British Isles. (University of Oxford 2013)

The hallmarks and history of Singapore’s competitive education system have been documented (Choy and Tan 2011; Sharpe and Gopinathan 2002; Tan, Gopinathan, and Ho 1997, 2001) and it should come as little surprise that the city-state has trained its students to perform well in scholastic assessments. For instance, in the 2012 Programme for International Student Assessment that evaluates competencies in mathematics, science and reading among 15 year olds in 65 countries, Singapore was ranked third in reading and literacy skills and finished runner-up in the mathematics component (OECD 2013). Notwithstanding these achievements,¹ selection into overseas elite universities is surely more than just about students obtaining high test scores.

This study seeks to understand how students in one country (Singapore) are being prepared for elite educational admission in another country (Great Britain). What compels such ‘remarkable’ admission rates and how are Singaporean students being prepared for selection into Oxbridge? In seeking to answer these overarching research questions, we use data gathered from in-depth interviews conducted with Singaporean undergraduates studying at Oxbridge and a dataset of the institutional origins of 580 Singaporean government scholars over the last decade. Our results emphasise the preparatory function of two Singaporean elite junior colleges, Hwa Chong Institution and Raffles Institution, and informational capital obtained by studying there. We also highlight how the student mobility arrangements to Oxbridge need to be related to the reproductive functions of the Singapore state that sponsor overseas education through government scholarships.

Elite schooling and the transnational tendency

Earlier works on the selection and preparation of elites are extensive (cf. Bottomore 1966; Bourdieu 1996; Cookson and Persell 1985; Wilkinson 1969). Renewed interest in this topic, particularly within the sociology of education, has been observed in recent years, possibly due to the widening inequalities of wealth and capital in most developed countries (Piketty 2014), the emergence of mass consumption of higher education and the heightened importance of access to elite institutions (Zimdars, Sullivan, and Heath 2009). Undergraduate admissions procedures and outcomes for elite universities like Oxford and Cambridge and the Ivy League colleges have also been exposed to a great deal of public controversy, with particular interest in the question of who gains entry (cf. Karabel 2006; Zimdars 2007, 2010). In the case of Oxbridge, much of the debate centres on the open secret that its colleges have strong connections with particular private schools in the United Kingdom and that admissions tutors have retained a role as gatekeepers to the elite (Norris and Lovenduski 1995; Zimdars, Sullivan, and Heath 2009).

Besides pathways connecting elite high schools to universities, Norris and Lovenduski (1995) have examined pathways beyond Oxbridge into political careers. They have established through their research that the British Parliament has far more graduates from Oxford, Cambridge and certain public schools (Etonians and Harrovians) than the general electorate. Examining gatekeeper attitudes, who gets selected and why, and scrutinising the representation of the highest offices of the state, their analysis underscores the impact of social biases among UK politicians and top administrators on the legislative rationality of the state. Although this body of research concerned with the career trajectories of Oxbridge alumni augments our understanding of elite schooling in Britain, less attention has been directed towards the increasingly transnational character of Oxbridge’s student recruitment. The issue’s salience is amplified given that British universities are increasingly under pressure to show that they are ‘widening access’ domestically, as recent studies demonstrate social group disparities in application and admission (see, for example, Boliver 2013), yet overseas applicants appear to fall outside the monitoring of these issues of access.

Studying abroad can be viewed as a means of amassing different forms of capital. Apart from the opportunity to accrue educational capital – albeit differentiated in accordance with the value subscribed to specific institutions and programmes – transnational schooling can also lead to secondary effects such as the build-up of linguistic, social and ‘cosmopolitical’ assets. Against the backdrop of mass higher education and crowding out within domestic markets, the push for transnationalism and ‘going global’ might be thought of as a strategy of the local elite who are particularly eager to renew means of social differentiation. With the emergence of neo-liberalism from the 1980s, the educational realm in many countries has also undergone a rapid commodification process that has led agents of education to become more aggressive in participating in the international arena (Altbach and Knight 2007). For instance, in a study concerned with Swedish–French and Swedish–American educational connections, Börjesson (2005) writes that a range of strategies which transcend national boundaries have and are being developed by groups of politicians, administrators, teachers, researchers and students to cope with this new state of affairs. In schools and universities, there is increasing pressure to synchronise and benchmark actions in the global education market.

At the same time, the development of global educational markets has its limits and is structured around national borders as well as interests. Transnational institutional arrangements within higher education and student mobility flows are geopolitically skewed, with the United States and the United Kingdom leading as receiving countries of foreign tertiary students and with Asian students forming the largest group of international students enrolled in countries reporting data to OECD or the UNESCO Institute for Statistics (OECD 2011). Within this assemblage and movement of students is a strong historical connection between former colonies and the ex-empires, which have been interpreted by some scholars as a form of lingering colonial impact on higher education (cf. Altbach 1989). Yet contemporary student flows from former colonies to their former ‘rulers’ have not been limited to second-tier educational streams, nor do they fall squarely into a simplistic dichotomy of coloniser and colonised. In the case of admissions into the University of Oxford, for example, and as of 2013, ex-British territories Hong Kong and Singapore have had 1636 and 1162 of their young people enrol in the university, respectively – what can be considered relatively large alumni populations (University of Oxford 2013). Although the historical and contemporary linka...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• Citation Information
• Notes on Contributors
• Introduction: Sociological silhouettes of elite schooling
• 1 The transnational track: state sponsorship and Singapore’s Oxbridge elite
• 2 Elite international schools in the Global South: transnational space, class relationalities and the ‘middling’ international schoolteacher
• 3 ‘Thousands waiting at our gates’: moral character, legitimacy and social justice in Irish elite schools
• 4 Elite education and the State in France: durable ties and new challenges
• 5 The gift economy of elite schooling: the changing contours and contradictions of privileged benefaction
• 6 Assured optimism in a Scottish girls’ school: habitus and the (re)production of global privilege
• 7 Elite schools, postcolonial Chineseness and hegemonic masculinities in Singapore
• 8 Social class as flow and mutability: the Barbados case
• 9 The role of internationalisation in the schooling of Brazilian elites: distinctions between two class fractions
• Index