The elite private schools
in Greece
Despoina Valassi
PhD candidate, University of Crete
Researcher, National Centre of Social
Research (EKKE)
Presentation's dilemmas
 to construct the research field of private
education in Greece emphasizing on the history
of the institutions and their changing relationship
with the middle classes?
 to treat all this as given and understood, and
proceed to present the results of my research
without historical background?
 It was the title of the Conference itself
(Contemporary Greece and Cyprus) which
resolved my dilemma
Presentation's purpose
Some of the results of a study conducted
using a sample of private schools in
Athens (the research did also include
some schools in Thessaloniki)
Presentation's assumptions
 First, the schools in question represent a significant factor
in the educational strategies of the middle and upper social
classes in Greece;
 Second, these private schools is not socially homogenous.
The internal differentiation of elite private schools
separates the very top private schools from the less
prestigious ones
Very top private schools = those used by the social,
economic and intellectual elite, the country’s industrialists,
businessmen and executives in the private sector,
academics etc.
Less prestigious private schools = those used by
merchants, middle-ranking executives, owners of small
businesses, etc.).
Presentation's structure
 Section 1: Brief description of the field of study in
respect of elite private schools.
 Section 2: Research design, methodology,
sample and research tools.
 Section 3: Findings of the empirical research in
relation to
a) the social characteristics of the families which
choose to send their children to elite private
schools, and
b) the differentiations found within the elite
private school sector.
Section 1: Brief description of the field
of study
Thematic areas
• Private schools provide education of a higher
quality
• Meritocracy and elite private schools
• Elite private schools as total institutions
• Elite private schools and social elites
• The differentiating functions of elite private
schools
• Elite private schools and the culture of the upper
classes
• Elite private schools and their alumni
Section 2: Research design,
methodology, sample and research tools
The study is divided in two parts.
 first part: pre-research
• Interviews with alumni of private schools and with teachers
• Former administrators of private schools
• Collection of published material (mainly covering history
and stages in development) on each school, as well as any
printed material they produce (relating solely to the
educational community of each school)
• Description of school activities (educational, sporting,
cultural, social, and so on)
 second part: the main field research (the field work took place
during the school years 2005-2007)
the completion of questionnaires (quantitative research) by
students in the final class of the upper secondary
education at a sample of private schools in Athens and
Thessaloniki.
Section 2: Research design,
methodology, sample and research tools
Criteria of the research sample:
 year in which school was founded;
 systematic production of printed material on the school;
 religious or ideological tradition of school (e.g. missionary
schools);
 extra-curricular activities (sport, cultural);
 buildings and facilities;
 existence of alumni societies;
 existence of other societies (cultural, scholarships, etc.);
 provision of international educational programmes (GCE,
International Baccalaureate);
 fees;
 student participation in educational and sports programmes
organized with other private schools (forensics, MUN, sports
championships);
 ceremonial occasions;
 links with foreign states
Section 2: Research design,
methodology, sample and research tools
Sample:
 18 private schools of Athens
 5 private school decline to take part in the
survey
Section 2: Research design,
methodology, sample and research tools
13 Athenian private schools allowed access:

Athens College (HAEF)

Psychico College (HAEF)

Pierce College

Moraitis School

Geitonas

Zisidis

Panagiotopoulos

St. Paul

Jeanne D’Arc

Leonteios (Patissia)

Leonteios (N.Smyrni)

Francohellenique (LFE)

Germaniki Sxoli (D.S.A.)
Section 2: Research design,
methodology, sample and research tools
Research tool:
A questionnaire consisted of 75 questions and more than 250 variables
Sections of the questionnaire:







social and demographic data,
information on the factors leading to the choice of the particular school,
study habits (e.g. time spent on homework, attendance at extra coaching
schools),
leisure activities and interests,
participation in extra-curricular activities,
educational and professional aspirations,
contacts with other countries.
1,003 questionnaires were collected, representing 98% of the students in
the final class of these schools.
Section 3: Findings of the empirical
research
Factors:
 The district where the students live
 Their parents’ occupations
 Their parents’ educational level
Section 3: Findings of the empirical
research
The definition of the word «elite»:
 Used in the 17th century to describe items of
superior quality, and its use was subsequently
extended to refer to social groups enjoying
superior status (military associations of nobles
or the aristocracy),
 Group of individuals which occupies the highest
positions in a particular system of relationships,
based on the allocation of material and symbolic
goods, according to Bourdieu,
 Also, the system under examination occupies
the primary role in any social space (in this
case, the educational sector).
Section 3: Findings of the empirical
research
Residential segregation and educational
strategies of middle class families in
Athens
Section 3: Findings of the empirical
research
Table 3.1: Residential Areas of the students
Frequency
Percent
Valid
Percent
186
18,5
19,0
362
36,1
37,0
South Suburbs
237
23,6
24,2
West Suburbs
30
3,0
3,1
East Suburbs
24
2,4
2,5
Piraeus
138
13,8
14,1
Elsewhere
2
,2
,2
Total
979
97,6
100,0
System
24
2,4
1003
100,0
Athens (central
municipality)
North Suburbs
Missin
g
Total
Section 3: Findings of the empirical
research
Table 3.2: Residential Area Typology
Frequency
Percent
Valid Percent
7
,7
,7
Traditional working class
areas
33
3,3
3,4
Working class and lower
middle class areas
142
14,2
14,5
Lower middle class areas
219
21,8
22,4
New middle class suburbs
79
7,9
8,1
Traditional middle class
suburds
308
30,7
31,5
Upper middle class suburbs
189
18,8
19,3
Total
977
97,4
100,0
System
26
2,6
1003
100,0
New working class
Missing
Total
Section 3: Findings of the empirical
research
Parents´ Occupational Background
Section 3: Findings of the empirical
research
Table 5a: Father's Occupational Background
Frequency
Percent
Valid Percent
12
1,2
1,2
425
42,4
43,5
401
40,0
41,1
67
6,7
6,9
37
3,7
3,8
2
,2
,2
26
2,6
2,7
Plant and machine operators
and assemblers
5
,5
,5
Unskilled workers
Total
1
976
,1
97,3
,1
100,0
System
27
2,7
1003
100,0
Armed forces
Legislators, senior officials
and managers
Professionals
Technicians and associate
professionals
Clerks
Service workers, shop market
sales workers
Skilled workers
Missing
Total
Section 3: Findings of the empirical
research
Table 5b: Mother’ s Occupational Background
Frequency
Percent
Valid Percent
1
,1
,1
178
17,7
18,1
425
42,4
43,3
45
4,5
4,6
Clerks
Service workers, shop market
sales workers
Skilled workers
Unskilled workers
Others
84
8,4
8,6
21
2,1
2,1
5
2
1
,5
,2
,1
,5
,2
,1
Non labor force
220
21,9
22,4
Total
982
97,9
100,0
System
21
2,1
1003
100,0
Armed forces
Legislators, senior officials and
managers
Professionals
Technicians and associate
professionals
Missing
Total
Section 3: Findings of the empirical
research
Parents´ Educational Background
Section 3: Findings of the empirical
research
Table 4a. Educational background of students’ fathers
Frequency
Percent
Valid Percent
5
,5
,5
Elementary
15
1,5
1,5
Compulsory
Secondary
Technological Institutes
11
143
66
1,1
14,3
6,6
1,1
14,4
6,7
Higher Education Degrees
448
44,7
45,2
Master Degrees
161
16,1
16,2
Doctorate DLegrees
138
13,8
13,9
Other
4
,4
,4
Total
991
98,8
100,0
System
12
1,2
1003
100,0
Less than Elementary
Missing
Total
Section 3: Findings of the empirical
research
Table 4b: Educational Background of students’ mothers
Frequency
Percent
Valid Percent
2
,2
,2
Less than Elementary
1
,1
,1
Elementary
2
,2
,2
Compulsory
10
1,0
1,0
Secondary
217
21,6
21,9
Technological Institutes
84
8,4
8,5
Higher Education Degrees
470
46,9
47,4
Master Degrees
120
12,0
12,1
Doctorate Degrees
85
8,5
8,6
Total
991
98,8
100,0
System
12
1,2
1003
100,0
No education
Missing
Total
Section 3: Findings of the empirical
research
The ‘social space’ of the elite private
secondary education in Greece
Professora
Services
2
Compulsory
Skilled Workers
Executives (public s
Elementary
Technicians
Ph.D.
1
Secondary
Moraitis School
Less than elementary
Panagiotopoulos
Stockbroker
Businessmen
Athens College
Trade
Clerks
Dimension 2
St. Paul
0
-1
Jeanne d' Arc
Psihico College
Technological Instit
Small Entreprices Ow
Artists
Geitonas
Mid-level managers (
Ziridis
Executives (private Master
Officers
Pierce College
Doctors
Leonteios Patissia
Politicians
Professionals Francohellenique
Teacher (secondary e
Mid-level managers ( Higher Education
Leonteios N. Smirni
Germaniki Sxoli
Officials (public se
Officials (private s
Diplomat
Judges
Policemen
Social Services
-2
Teacher (primary edu
-3
Father's education level
Father's Occupation
School
Conclusions




Study of the residential areas of the families provides indirect evidence
of their economic and social status and highlights the increasing
segmentation and hierarchy of the middle class as a result of residential
mobility
Based on the analysis of the occupations exercised by parents of
children at our schools, we might maintain that these are individuals
enjoying considerable social power and prestige. They are persons in
occupations at the top of the occupational hierarchy.
The high level of education of parents choosing the elite private schools
for their children is directly linked with their position in the professional
world. Families which are at the top of both educational and professional
hierarchies and which succeed in reproducing their social privileges
through the institutions of the elite private education.
The study of the internal differentiation of elite private schools arise the
hierarchical structure of this social space (more prestigious and less
prestigious private schools)
Thank you