46
a quarter of students with social
class 1 backgrounds, whereas three
others had less than
10% from similarly placed families" and "Five
departments, four
of which were in the south of England, did not
contain a single student claiming
and six departments had less than
class IV" (1982 P89). That these
to originate in social class V
2% of their students from social
differences reflect social class
distribution
in various parts of Great Britain and undergraduate
populations in their universities is underlined by the finding that
Over a third of the students took the easiest of
routes, attending departments of education in the
same university or university
college
fro`
they had graduated. In some cases, however
figure approached 70% of the total intake."
which
this
(1982 P89)
These findings indicate that diversity within courses is narrowed
and contained by the homogeneity of their student populations. School
experience, higher education and social class of their parents
constitute powerful socialising influence and where such similarities
exist they may work against the consideration of and the acceptance
of the need for change by both staff and students.
These groupings of students reflect
the
choices made by students
since
the majority
claimed to have been offered a place at their
first choice department.
Undoubtedly there is an interaction between
student choice and selection procedure but
the implications of these
findings are
that
improvement
in selection procedures alone
not make substantial inroads upon the characteristics of the PGCE
population. The benefits of previous work experience and maturity
are unevenly spread over the departments.
At
for
a
minimu
If
of one year,
whilst a further 22% had
worked for at least three years. (1982 P35)
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