Finding Moral Value through Maintaining a Working Class ‘Mentality’: Student Teachers from Working Class Backgrounds (Not) Becoming Middle Class

Abstract

This article examines the perspectives of student teachers from working class backgrounds about not becoming middle class. Little attention has been paid to conceptualisations of social class in teaching. In the context of drives internationally to diversify teaching populations, research is needed about the experiences of student teachers from working class backgrounds in their upwardly mobile trajectories. This article draws on a constructivist grounded theory study about the social class identities of 21 student teachers from working class backgrounds as part of a wider teacher diversity project in Ireland. Distinguishing between class ‘mentality’ and materiality, participants emphasised that one could not change class completely, rejected the middle classness of a teacher’s social status and positioned working class ‘mentality’ as morally superior. Those from working class backgrounds do not simply relinquish aspects of their identity through upward social mobility, suggesting that habitus may not always be divided upon traversing class boundaries.