Is Northern Ireland an Educational Meritocracy?

Abstract

In all developed societies the class position that individuals come to occupy depends,inter alia, on their class origins, gender and ethnic group membership. It might be argued that these inequalities had ‘meritocratic legitimation’ if it transpired that they were largely the result of the differential distribution of merit across sexes, classes or ethnic groups. In this paper I address the question of how far Northern Ireland can be considered to be an educational meritocracy. In other words, to what extent might inequalities according to class origin, gender and ethnic group membership in the class positions that individuals attain be attributed, or legitimized, according to differences between classes, genders and ethnic groups in average educational attainment? The results suggest that in Northern Ireland, as in the cases of Britain (Marshall and Swift, 1993; Breen and Goldthorpe, 1999,2001) and the Republic of Ireland (Breen and Whelan, 1993), men and women and people from different class origins and ethnic groups experience different chances of gaining access to better class positions, even when they have the same level of educational attainment. In seeking to explain the results of the analyses I draw on recent work that discusses and illustrates some of the difficulties with the concept of ‘merit’ and with the attempt to equate meritocracy with a diminishing role for ascription.