What’s in a name; does calling a subject vocational lower its perceived value?

The thesis is a practitioner researcher piece of research that investigates any difference in parity of esteem between vocational and academic qualifications. The research sample is centred around rural state secondary schools in a change from previous research which has tended to focus on urban schools and further and higher education. A mixed methods approach was used consisting of an ethnographic study, interviews (n=20), comparative groups (n=3) and survey data (n=100). The data was analysed comparatively both in terms of the different sources and the secondary research. the thesis shows that those who work in education have a different and less esteemed view of vocational education than those in wider society. It was found that the gaining of academic qualifications was not what was considered to be success, rather a sense of fulfilment, happiness, and ability to provide. This happiness was not linked by the participants to academia, changing social class or high rates of pay in a contrast to some of the secondary literature. The research also shows that there is a class and gendered view of vocational education, and the roles related to it, which is the same for both those working in education and those not. A link to the potential reasons behind the disengagement of white working class boys has been noted, particularly in relation to the classed nature with which vocational education is viewed and how this links to Bourdieu’s notion of symbolic violence. In conclusion finding a way to boost the esteem in which vocational education is held within schools and offering a wider choice of courses as a result could help to close the attainment gap, particularly in terms of white working class children.