ABSTRACT
In this chapter we bring together, and contrast, analyses of the data from teachers, parents and pupils in order to explore their constructions of British-Chinese pupils’ aspirations and the link between aspirations and achievement. We begin by introducing the education policy context, and key current government conceptualisations of the issues concerning minority ethnic families and aspirations. We then move on to consider the views of teachers, parents and pupils in turn. In doing so, we highlight links and lacunae between the different viewpoints. In particular, we develop an understanding of the importance of ‘safe’/‘known’ routes and how these are employed within families as a device for facilitating the chances of social mobility and ‘success’.
