Common Ground: On the Centrality of Residential and School Choice

Abstract

This chapter demonstrates that expectations from residential and school choices are closely interrelated: those who have high expectations in one domain will have high expectations in the other. Over 40% of our upper middle class respondents report high expectations in areas such as educational and professional success and good and adequate environments for educational and cultural achievement, among others. Most importantly, expectations are also related to socio-spatial trajectories: those who have long occupied a privileged position inherited from their parents also have higher expectations from housing and schooling. We contend that residential choice is most definitely a priority in terms of a series of decisions or mix of choices. In choosing a place of residence, the upper middle class also takes into account the opinion of their intimate networks. They are mainly interested in the ways in which children may develop social capital at school. The upper middle class expects rather distinctive competences to be acquired at school. This group values the development of critical thinking, artistic competences, and a second language, among other skills.