Mapping the educational experiences of working-class girls through and beyond compulsory education

该研究金的目的是促进关于工人阶级女孩在接受义务教育期间和之后基于阶级和性别的经历的研究、政策、实践和公开辩论，并提供对从业人员和女孩本身有用的信息和资源。这些目标将通过撰写学术论文、参加学术会议、与不同的专业和非学术受众接触，以及以共同编写的指南和资源的形式创造有用的、可利用的工具来实现，这些工具将在定制的项目网站上提供。工人阶级女孩在教育研究和政策制定中往往被忽视。虽然年轻人从学校到工作的过渡几十年来一直是青年和教育研究的主要重点，但女孩和年轻妇女面临的挑战仍然在某种程度上被边缘化，她们特定的性别和基于阶级的经历也是如此。与此同时，基于学校的经历与女孩放学后轨迹的方向和特征之间的联系仍然没有得到充分的研究和理论性。对于那些在阶级方面进一步被边缘化的女孩来说，情况尤其如此。最后，围绕职业教育价值的讨论在持续不断的辩论中仍然根深蒂固，这些争论有助于构建许多职业教育模式，例如将美容教育作为第二课堂。我最近对从事美容教育的工薪阶层女孩和年轻女性进行的博士研究揭示了工人阶级女孩脱离义务教育的现实，并揭示了她们的轨迹和经历在关于这些问题的更广泛讨论中没有得到反映的多种方式。因此，工薪阶层女孩在学术界和政策界得不到足够的服务。我发现：a)负面的在校经历是课后发展轨迹的关键驱动因素。通常，离开学校是我们的目标，而美容教育是实现这一目标的一种方式。b)尽管美容教育从一系列角度受到严厉批评，但美容专业的学生阐明了美容教育的广泛积极方面，包括与社会资本、关怀和创造力有关的方面；c)为了以有意义和共同创造的方式与被边缘化的年轻人合作，必须动员参与性研究方法。在我的博士工作和随后的研究项目中，我使用了参与式创造性的女权主义方法来实现这一点。这一研究金的主要目的是分享我的研究见解，并与各种受众交流知识，以：a)增进对工人阶级女孩所面临的阶级和基于性别的不平等现象的理解和批判性认识；b)开发工具，帮助从业者更好地支持工人阶级女孩的教育之旅；c)让各种专业和非学术受众参与，以提高关于基于阶级和性别的不平等如何影响工人阶级女孩的学校和课后经历的知名度。该奖学金将使我能够通过在同行评议的学术期刊上发表会议论文和出版物来与研究受众接触。此外，还将组织公共活动，以接触到对工薪阶层女孩的教育经历感兴趣的广泛的非学术受众。

This fellowship aims to contribute to research-informed policy, practice and public debate around the class- and gender-based experiences of working-class girls during and after their time in compulsory education and to produce information and resources that are of use to practitioners and girls themselves. These aims will be achieved through the writing of academic papers, attending academic conferences, engaging with a diverse range of professional and non-academic audiences, and through creating useful, accessible tools in the form of a co-created guide and resources that will be made available on a bespoke project website. Working-class girls are often overlooked in educational research and policy-making. While young people's school-to-work transitions have been a major focus of youth and educational research for decades, the challenges facing girls and young women remain somewhat marginalised, as do their particular gender and class-based experiences. At the same time, the connections between school-based experiences and the directions and character of girls' post-school trajectories remain under-researched and under-theorised. This is especially true for those girls further marginalised in terms of class. Finally, discussions around the value of vocational education remain entrenched in ongoing debates which serve to construct many modes of vocational education such as beauty education as 'second class'. My recent doctoral study with working-class girls and young women engaged in beauty education uncovered the realities of these transitions out of compulsory education for working-class girls, and made visible the manifold ways in which their trajectories and experiences are not reflected in broader discussions on these issues. As such, working-class girls are underserved in academic and policy circles. I found that: a) negative school experiences were a key driver of post-school trajectories. Often leaving school was the goal, and beauty education was a way to achieve it.; b) although beauty education is heavily criticised from a range of perspectives, beauty students articulate a broad range of positive aspects of beauty education, including those relating to social capital, care and creativity; and c) in order to work with marginalised young people in a meaningful and co-creative way, participatory research methods must be mobilised. In my doctoral work and subsequent research projects I have used participatory creative feminist methods to achieve this. The primary aim of this fellowship is to share insights from my research and exchange knowledge with a range of audiences to: a) enhance understanding and raise critical awareness of the class and gender-based inequalities facing working-class girls; b) generate tools to help practitioners better support working-class girls' educational journeys, and c) engage a diverse range of professional and non-academic audiences to raise the profile of how class- and gender -based inequalities impact the school and post-school experiences of working-class girls. The fellowship will allow me to engage with research audiences through the presentation of conference papers and publications in peer-reviewed academic journals. In addition, public events will be organised to reach a wide range of non-academic audiences interested in the educational experiences of working-class girls.