McCoy, Selina and Byrne, Delma (2024) Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context. British Journal of Educational Studies. pp. 1-27. ISSN 0007-1005

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Abstract

This paper assesses the role of shadow education (SE), i.e., orga-nised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show how access to SE as an educational resource is socially stratified, accessible to those with greater levels of family resources, and those attending schools with higher socio- economic student intakes. SE is viewed as an investment, particularly among students with average and above average levels of prior attainment, while high attaining students are less likely to use SE. Perhaps reflecting the normalisation of SE in the Irish context, students do not directly link engagement in such tuition to their socio-emotional wellbeing.

Item Type:	Article
Keywords:	shadow education; inequality student; voice high stakes; testing academic performance; wellbeing;
Academic Unit:	Faculty of Social Sciences > Sociology
Item ID:	18530
Identification Number:	https://doi.org/10.1080/00071005.2024.2331476
Depositing User:	Delma Byrne
Date Deposited:	16 May 2024 11:00
Journal or Publication Title:	British Journal of Educational Studies
Publisher:	Taylor & Francis
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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