An inquiry into socio-economic status and social policy's influence on Scotland's education attainment gap
Citation
(2016) An inquiry into socio-economic status and social policy's influence on Scotland's education attainment gap, no. 72.
Abstract
This study aims to amplify the voices of teachers and young adults in Scotland regarding
their lived experiences of education, seeking to identify issues relating to socio-economic
status and access to higher education in Scotland. The qualitative method of semistructured
interviewing in this research aims to bring real-life experience and add to the
current information on individuals from middle class and working class back-grounds, using
eligibility for Lothians Equal Access Programme for Schools (LEAPS), criteria from The
Scottish Index of Multiple Deprivation (SIMD), and also the state and private sectors of
Scottish education systems, which act as a platform for socialising young adults within a
legitimised social space.