The International Baccalaureate's Personal Project: Socially Classed Experiences and Outcomes

• In Event: Culture, Social Class, and Identity Formation

Abstract

The International Baccalaureate (IB) is known for providing elite education programs. In this study, we explored inequality among and within IB schools. Applying positional conflict theory, we focused on socially classed experiences and outcomes in the Personal Project. Quantitative analysis of 66,698 Personal Project scores across 108 countries identified that private-school attendance and non-participation in the Federal Program on Free and Reduced Priced Meals were associated with higher Diploma Program scores. Qualitative analysis of 107 interviews across six countries underscored how socially classed family and school resources can create inequalities in realising the educational benefits of the Personal Project. The study draws attention to the persistent role of social class even within elite education programs and puts forward recommendations.

Authors

• Ewan Wright, The Education University of Hong Kong
  Presenting Author

• Darren A. Bryant, The Education University of Hong Kong
  Non-Presenting Author

• Chrysa Pui Chi Keung, Education University of Hong Kong
  Non-Presenting Author

• Allan David Walker, The Education University of Hong Kong
  Non-Presenting Author