Mobility Article

In the American norm of contest mobility, elite status is always up for grabs as it is the prize in an open contest, and there is room for movement within the society. In the English norm of sponsored mobility, there is controlled selection of elites in which recruits are chosen early and are inducted into the elites. The article discussed how the accepted mode of upward mobility shapes the school system both directly and indirectly through its effects on the values which implement social control.

In contest mobility, victory must be won by one’s own efforts. Those with moderate intelligence who claim victory through the use of common sense, craft, enterprise, daring and successful risk taking is more appreciated than victory by the most intelligent or best educated. Therefore elite status is earned. Sponsored mobility rejects contest and favours a controlled selection process. The elite choose people who have the appropriate qualities. They make the best use of talents by sorting people into where they belong. One must have obvious credentials such as material possession or mass popularity.

The norms and values in contest mobility include a futuristic orientation, ambition, and a general sense of fellowship with the elite. In sponsored mobility, the elite train the masses to believe they are incompetent to manage society, and that the elite have superior competence. The earlier the selection of the elite, the sooner others can be taught to accept their inferiority.

Paternalism toward inferiors, listening to the opinions of other elite, appreciation of aesthetic, literary, intellectual, and sporting activities, courtesy, and altruism are things that are taught to the new elite. No such thing happens in the contest system as elite can change at any time and there isn’t really anyone to tell them how to be.

In America, schooling is an opportunity and students are not separated into inferior and superior. The general level of occupational aspiration is unrealistically high. Education is valued as a means of getting ahead and emphasizes keeping everyone in the running until the end. University is competitive and has a series of trials each semester. In the English system, students are segregated early on by means of the promising and the unpromising. At the age of eleven these children take a series of tests that decides their future. There is a reduction in aspiration following this test. Schooling is valued for its cultivation of the elite and resources are put more into these schools. The secondary modern schools receive fewer resources, fewer teachers, fewer well trained teachers and a lack of prestige. Selection is complete before university.

Since we already discussed this topic in class I have already somewhat commented on what I think about it. But just to reiterate what I said, I like much more the contest mobility system as I believe everyone should have the opportunity to exceed and become an elite. It is rather unreasonabe to choose students at age eleven based on some test as they do in England. That is a ridiculous amount of pressure at a young age, and it also decides your fate for the rest of your life. After that test if you are in a lower school that is where you will still and there is much less chance if any chance at all that you will continue your education after high school. The elite to me sounds like a pompous group of people who believe they are better than everyone else. For some people they might be right to believe they are a little bit better if they have serious credentials and are very successful. However what about those who are chosen very young and simply don't have any talents and don't develop any over the course of their lives? Who says someone who wasn't chosen when they were young wouldn't make a much better 'elite'? I'm sure there are many who miss out on the opportunity however in my opinion I'm not so sure I would want to be a member of this group. The only reason I would would be because I would want to continue my education.

Turner, Ralph F. (1960). Sponsored and Contest Mobility and the School System. American Sociological Review 25 (26), 855-867.