Towards an interactive sociological rational choice approach to theorising class dimensions of school choice

Bibliographic Data

ID6327786
AuthorsGary Bridge (0000-0003-2156-4342, University of Bristol), Deborah Wilson (0000-0003-0573-9034, University of Bristol)
Year2015
Volume43
Issue4
Pages493-507
Publication date2015-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePolicy & Politics (JOURNAL)
Journal identifiersISSN: 0305-5736 • E-ISSN: 1470-8442
PublisherBristol University Press (PUBLISHER • GB)
DOI10.1332/030557314x13923920087710
OpenAlexW1496604395
LanguageEN
Citations received11

Understanding how different groups of users make choices is central to explaining the outcomes of choice-based mechanisms such as those observed in education systems across different national contexts. We discuss two established perspectives employed to explain decision-making in relation to class and education, and develop an argument for the superior explanatory potential of an elaborated, interactive, sociological rational choice perspective. We illustrate how this framework may be operationalised to inform policy aimed at reducing class differentials in school choice and subsequent educational outcomes in the context of New Public Management ideas

Argument (complex analysis · Class (philosophy · Context (archaeology · Economics · Epistemology · Perspective (graphical · Positive economics · Rational choice theory (criminology · Relation (database · School choice · Sociology · Computer Science · Global Educational Reforms and Inequalities · Local Government Finance and Decentralization · School Choice and Performance

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