Ronald King - Values and Involvement in a Grammar School

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VALUES AND INVOLVEMENT IN
A GRAMMAR SCHOOL

Founded by KARL MANNHEIM

THE SOCIOLOGY OF EDUCATION
In 28 Volumes

I	Adolescent Girls in Approved Schools	Richardson
II	Adult Education	Peers
III	Down Stream	Dale and Griffith
IV	Education After School	Stimson
V	Education and Society	Ottaway
VI	Education and Society in Modern France	Fraser
VII	Education and Society in Modern Germany	Samuel and Thomas
VIII	Education and the Handicapped: 1760-1960	Pritchard
IX	Education in Israel	Bentwich
X	Education in Transition	Dent
XI	The Education of the Countryman	Burton
XII	The Educational Thought and Influence of Matthew Arnold	Connell
XIII	English Primary Education (Part One): Schools	Blythe
XIV	English Primary Education (Part Two): Background	Blythe
XV	From School to University	Dale
XVI	Helvetius	Cumming
XVII	Mission of the University (The above title is not available through Routledge in North America)	Ortega y Gasset
XVIII	Parity and Prestige in English Secondary Education	Banks
XIX	Problems in Education	Holmes
XX	The School Inspector	Edmonds
XXI	The Sixth Form and College Entrance	Morrts
XXII	Social Class and the Comprehensive School	Ford
XXIII	The Social Psychology of Education	Fleming
XXIV	The Social Purposes of Education	Collier
XXV	Social Relations in a Secondary School	Hargreaves
XXVI	Total Education	Jacks
XXVII	Values and Involvement in a Grammar School	King
XXVIII	Who Shall Be Educated?	Warner, Havighurst and Loeb
(The above title is not available through Routledge in North America)

VALUES AND INVOLVEMENT
IN A GRAMMAR SCHOOL

by
RONALD KING

First published in 1969 by
Routledge

Reprinted in 1998, 2000, 2002
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, 0X14 4RN

Transferred to Digital Printing 2007

Routledge is an imprint of the Taylor & Francis Group

1969 Ronald King

All rights reserved. No part of this book may be reprinted or reproduced
or utilized in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.

The publishers have made every effort to contact authors/copyright holders
of the works reprinted in The International Library of Sociology.
This has not been possible in every case, however, and we would
welcome correspondence from those individuals/companies
we have been unable to trace.

British Library Cataloguing in Publication Data
A CIP catalogue record for this book
is available from the British Library

Values and Involvement in a Grammar School
ISBN 0-415-17778-2
ISBN 978-1-136-27403-9 (ePub)
The Sociology of Education: 28 Volumes
ISBN 0-415-17833-9
The International Library of Sociology: 274 Volumes
ISBN 0-415-17838-X

Publishers Note
The publisher has gone to great lengths to ensure the quality of this reprint
but points out that some imperfections in the original may be apparent

Contents

There are many people to thank for their help in many different ways. Firstly, the teachers, the pupils and their parents of the school for their help and co-operation, and the headmaster for allowing me to carry out an investigation that few head teachers would permit in their schools, I am gtateful to the Chief Education Officer of the London County Council (now the Inner London Education Authority) for his permission to survey the parents, and to the Central Research Fund of the University of London, which helped towards the cost of the investigation.

I also thank Mrs. Jean Floud who started me on this study, and Douglas Young for his technical advice. My main thanks go to Professor Basil Bernstein who guided me so ably through the major part of the study. Finally, I thank my wife for her valuable help which she has sustained so patiently, so long.

RONALD KING

This study is in the nature of an exploration. This introduction may help the reader follow its path.

Jean Floud and A. H. Halsey in their Trend Report on the Sociology of Education of 1958 drew attention to the neglect of the sociology of the school that then existed. In the past ten years this neglect has been to some extent remedied in Britain by a number of interesting studies, some of which are referred to in this book. However, K. E. Shaw, writing only recently (1966) was still able to pose the question, Why no sociology of schools ? In answering his own question he suggests that teachers, and especially head teachers, are suspicious of research about schools, and, perhaps understandably, feel they are being judged rather than studied. It may also be the case that teachers feel they know enough about schools, and that research is unnecessary.

This diagnosis points to two important problems in the sociological investigation of schools. Firstly, how to convince the teachers that the approach is non-evaluative, and secondly to establish that by being non-evaluative the school can be known in a different and objective way. One response to these problems has been for sociologists to work from within the schools. For example, David Hargreaves (1967) became a teacher in the school he studied. This technique is not without its problems, as Hargreaves has pointed out, but it does give the investigator a role in the school he is studying that can be accepted and understood by its teachers and pupils.

In making this study of a boys grammar school in London I did not assume the role of teacher in order to carry out the investigation; my appointment to its teaching staff pre-dates the beginning of the study. Instead, I tried to assume the necessary objectivity, and as I shall explain in , this was not without its difficulties.

The school, whose history and current organization are outlined in ).

The pupils were drawn from the second, fifth and sixth forms of the school, and from its top and lower streams. The school recruited its pupils from different kinds of social backgrounds, so that the major independent variables in the analysis were, age, stream status and family origin. In addition, older pupils were also characterized by their subject specialization, and by their sometimes being prefects, so enabling further analyses based on these distinctions.

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