Sub-brand to go here Exploring selfhood in the 1960s through secondary data analysis Jon Lawrence, University of Cambridge Jane Elliott, Centre for Longitudinal Studies CLS is an ESRC Resource Centre based at the Institute of Education Aims of the presentation Introduce the essays written by eleven year old children in 1969 as a resource for secondary analysis Explore the original context in which the essays were written What can analysis of the essays tell us about childrens understandings of gender, class and family life in the late 1960s? How can the essays be used in conjunction with quantitative material from the 1958 cohort study? What are the limitations of the childrens essays as a source for historians and historical sociologists? NCDS Follow-ups and sources of information 1958-2010 Original sample: all living in GB born in one week in 1958
16,915 16,457 15,600 15,145 12,037 11,739 12,316 17,733 a Mother Medical
Parents Parents Parents School School School Tests
Tests Tests Medical Medical Medical Subject Subject
Subject Subject Census Census Subject Mother Subject
15,425 15,337 14,647 12,537 c 11,407 Notes a: Target sample - Excludes emigrants, refusals & deaths. Includes immigrants at NCDS1-3. b: Achieved sample - At least on survey instrument partially completed c: Mother - Could be Cohort Member or spouse/partner Subject Subject
NCDS8 Blood samples 9,349 Subject Biographical interview Saliva sample 11,419 Consents to linkage Biometric measures Children b
NCDS7 Tests Spouse/ Partner 17,415 Biomedical 9,534 9,793 Hypothetical life history Exam results Parents social class Training and skills Parental
divorce Born 1958 x Age 7 Age 11 Age 16 Parental interest in school work Free school meals 1981 Job 1 Maths and reading tests
Teachers assessment of childs behaviour Savings Gets married 1st Child 2nd Child 1984 Age 23 Mother smoking Voting behaviour 1987 2000 2004
Age 42 Age 46 1991 Age 33 Job 2 Job 3 Psychological well being Domestic division of labour Union membership Working hours preferences NCDS 11-year old Essays At age 11, in 1969 NCDS Cohort members completed a short questionnaire (at school) about leisure interests, preferred school subjects and expectations on leaving school
They were also asked to write an essay on the following topic: Imagine you are now 25 years old. Write about the life you are leading, your interests, your home life and your work at the age of 25. (You have 30 minutes to do this). 13669 essays completed, mean length 204 words Copies of the original essays (in childrens handwriting) are available on microfiche at CLS and have been digitised. Existing research on the essays A small sample of 521 essays have been coded for word count Boys 180 words Girls 228 words All essays have been coded for employment aspirations, over 90% give a classifiable occupation No other systematic coding and analysis of the essays has been carried out to date Combining quantitative and qualitative methods Historical/cultural information provides a context for both qualitative and quantitative analyses Analysis of quantitative data collected in 1969 provides a description of the context in which the essays were written Large sample and quantitative variables allows for the creation of a stratified sample for indepth/qualitative investigation
Qualitative close reading of essays enables development of a coding frame that emerges from the text Coding of essays using new coding frame produces a quantitative description of a subsample of the essays Extracts from the essays accompanied by a quantitative summary of frequencies provides a more detailed description of the content and style of the essays Quantitative variables van be used to identify a very specific sub-sample of essays for more in-depth qualitative analysis (and also provides the context for the essays analysed) Historical context: being eleven in 1969 Films and TV cultural reference for children, discourses around gender and social class Popular toys, games and activities Family life: living conditions, housing, role of mother and father School life: type of school, class sizes, gender of teacher & head teacher Political context including politics of class and gender Popular toys of the 1960s The Toy of the year Awards began in 1965 1965 James Bond Aston Martin Die cast Model car 1966 Action Man 1967 Spirograph
1968 Sindy 1969 Hot Wheels Cars 1969 & 1970 Action man dolls 1969 & 1970 Sindy dolls Home experiences 46% of the eleven-year-olds were living in owner-occupied accommodation while 42% were in council housing At age eleven, 44% of children had their own bedroom When the child was eleven, 19% of girls and 16% of boys shared a bed with another member of the family When the child was eleven, 54% of mothers and 51% of fathers were reported to take the child for walks, visits or outings most weeks When the child was seven, 48.5% of mothers and 34.6% of fathers were reported to read to the child every week When the child was sixteen , 58% were in families with only a black and white TV, 41% were in families with a colour TV, 65% of families had a car and 16% of these had two cars. School experiences (1969)
The majority of children were in primary schools when they wrote the essays Only 4% of children were at independent schools At age 11 the median class size was 36 pupils (mean 34.3), while at age 7 the median class size had been 37 with a mean of 35.25 82% of children were in a school with a male headteacher 45% of children had a female class teacher Politics of class and gender in 1969 Wilsons Labour had governed since 1964 elected on a managerial, class-less manifesto stressing modernisation and meritocracy From 1966 Labour lost a swathe of by-elections and councils in its traditional industrial, working-class heartlands In 1968-69 Goldthorpe and Lockwood published The Affluent Worker in the Class Structure arguing that class differences remained potent Many concluded that Labour had betrayed the working-class rather than that class was ceasing to be a strong source of Labour support Equal Pay Act passed 1970 (enacted 1975) ~ Dagenham strike 1968 But first Womens Liberation conference in GB only in 1969 (@ Ruskin) 16 Coding the content of the essays 1)
2) 3) 17 All essays were coded for occupational aspirations in the early 1970s (21 categories) A coding frame for the main themes within the essays was developed by Elliott and Morrow A subsample of approximately 500 essays have been transcribed and coded for these key themes (and are available from the UK Data Archive) Results: themes in boys and girls essays Gender differences in themes and topics included in childrens essays Boys (N=243) Girls (N=252) Mother 19%
37% Siblings 7% 20% Friends 18% 29% Domestic labour (Child care etc) 22% 55% Cars 41%
18% Money/earnings/savings etc 42% 25% Occupational skills/nature of work 46% 32% Working hours 27% 35% Husband/Wifes occupation 10%
23% Football 39% 2% Social class and childrens essays Social class (as Heads occupation) had no impact on the frequency with which the children discussed holidays or foreign travel, leisure interests, money, or occupational skills Non-manual children were more likely to write about: fathers, travelling by car & about living in the country Including information on mothers occupation & housing tenure into class model made occupational skills & housing type significant But most children regardless of class background appeared to write aspirational essays - imagining a future different from their present lives Writing about poor childrens essays from 1976 in A Tidy House Steedman wrote that imagining adult lives: was not a means of talking about the future, for there was none. Their lives had already been lived NCDS essays do not support this intepretation of unchanging working-class culture but they 19
Social class and childrens essays Social class (as Heads occupation) had no impact on the frequency with which the children discussed holidays or foreign travel, leisure interests, money, or occupational skills Non-manual children were more likely to write about: fathers, travelling by car & about living in the country Including information on mothers occupation & housing tenure into class model made occupational skills & housing type significant But most children regardless of class background appeared to write aspirational essays - imagining a future different from their present lives Writing about poor childrens essays from 1976 in A Tidy House Steedman wrote that imagining adult lives: was not a means of talking about the future, for there was none. Their lives had already been lived NCDS essays do not support this interpretation of unchanging working-class culture but they DO suggest aspiration was often marked by class 20 Class and the Qualitative analysis of NCDS Essays Essays coded BLIND for how children talked about their futures We coded whether future wholly unbounded, limited or constrained, stable and certain or unstable and/or incoherent Stable/Unstable futures did not correlate with childs social class Middle-class children 5 times more likely to conjure unbounded futures than
working-class (c. 3 times more than intermediate) Working-class children almost 4 times more likely to describe a limited or constrained future than middle-class children (intermediate children were 3 times more likely to do so) BUT when only girls essays were analysed this difference ceased to be significant middle-class girls also imagined constrained futures 21 Class and the Qualitative analysis of NCDS Essays Essays coded BLIND for how children talked about their futures We coded whether future wholly unbounded, limited or constrained, stable and certain or unstable and/or incoherent Stable/Unstable futures did not correlate with childs social class Middle-class children 5 times more likely to conjure unbounded futures than working-class (c. 3 times more than intermediate) Working-class children almost 4 times more likely to describe a limited or constrained future than middle-class children (intermediate children were 3 times more likely to do so) BUT when only girls essays were analysed this difference ceased to be significant middle-class girls also imagined constrained futures 22
NCDS Essay Example 1 (unbounded but unstable) My age is twenty Five. I am a manager of a big firm I am not married but I am engadged [engaged] to a young lady called Paula she is 21. Her job is my secroday [secretary]. Every Saturday I am at Chelsea football match with Paula. After the match we have a drink then drive home. Once a month we have a firm party. I have four cars Rolls, Bently and 2 minis. When at work I plan all the new building contracts. These contracts include sky scrapers, Bungalow, Houses, Farms and even Docks. The Americans have sent us a contract for 200,000,000 dollers to build a city on the moon. I live in a big house called 'The Villa'. In it there is 10 bedrooms for entertaining guests, 5 bathrooms and toilets. In the garden there is a swimming pool as big as Putney and open air with heating A private yacht, you might call me a millionare. I am only this because my mum owns the firm. My mother owns 27 pubs 18 sweet shops 9 toy shops and 13 Hotels plus 19 grocere [grocery] shops. I go to soc[i]al clubs and many firm meetings. In 1 months time I am of on a trip round the world for places to build towns ect ect. My first part of the Journey will be by privite jet the second by my Privite Yacht. I am takeing Paula and the Rolls with 12 men 4 Engineers the other 10 are architects [!] and the men who plan the site. When I was little I wanted to be a Footballer like GOARGE BEST but I saw this was not as good as being what I am now. My mother is now a widow my father left our family when I was 9. I have two brothers in this firm who are in a good position and a sister. But for me I am happy with my life and Paula and I intend to get married next month. Male, Unskilled head of house [no father present] 511209D 23 NCDS Essays Example 2 (bounded and stable) I am 25 years old. I am married have two children. My friends are all
round about the same age as I am. My hobbies are reading, printing and model making. At home I mend things that broken cultery [cutlery,] chairs ect. I am a teacher. We live at Blackpool and go to the fair at holidays time and sometimes go to morecambe and hesham. The year after I would like to work in London for a few years. Male, Skilled manual father 085016W Social class and gender: conclusions In summary the essays appear to be very clearly gendered- but despite the gendered nature of the essays, both boys and girls have aspirations for family life There appear to be subtle differences in how children do gender depending on their social class Compared with gender, there is much less evidence of doing class within the essays, but class did influence HOW futures imagined 25 Website www.cls.ioe.ac.uk Please register for regular updates Appendix
27 Aspirations of boys and girls at age 11top 10 occupations 30.0 25.2 25.0 Boys Girls 842 boys and 375 girls expressed aspirations for a professional occupation in their essay at age 11. Percentage 20.0 15.0 15.0
Role of Parents Association Committee (PAC) Through the PAC, parents/guardians work together for the best possible education of our children. The PAC works with the Principal, Staff and the Board of Management to build effective partnership between home & school.
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