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Abstract Social class differentiation in education results not only from differences in academic ability and processes of institutional differentiation but also from processes of self‐selection by pupils, students and their parents in the progression through the school system and into higher education, training and employment. This paper examines the explanation of class differences in choices at transition or branching points in the system which is offered by Rational Action Theory in the light of evidence from qualitative studies of educational transitions. It also explores the relationship of ‘rational action’ to Bourdieu's theory of cultural reproduction, with reference to some recent research into parental choice of school. It concludes with a discussion of a reconceptualised notion of ‘rational action’.
Richard Hatcher (Sun,) studied this question.