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FRIE NDSH IP
& DIV ERS I T Y
CLASS, ETHNICITY AND SOCIAL RELATIONSHIPS IN THE CITY
Friendship and
Diversity
Class, Ethnicity and Social
Relationships in the City
Carol Vincent Sarah Neal
UCL Institute of Education Department of Sociological Studies
University College London University of Sheffield
London, UK Sheffield, UK
Humera Iqbal
UCL Institute of Education
University College London
London, UK
This Palgrave Macmillan imprint is published by the registered company Springer International
Publishing AG part of Springer Nature.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Acknowledgements
First of all we wish to thank the teachers, parents and children who took
part in our study and kindly welcomed us and gave us their time and
thoughts. At the time of writing, the children will be in secondary school
and we hope that things are going well for them.
We also would like to thank the Economic and Social Research Council
for funding the research on which this book is based (award number ES/
K002384/1).
We are extremely grateful to Margaret Leggett for her—as ever—
entirely reliable and accurate transcribing, and also to Amani Noor Iqbal
for her careful and beautiful drawings inspired by the children’s friend-
ship maps.
Many people have supported both the research, and us as researchers,
since we started the fieldwork in 2013. We would like to thank our advi-
sory group: Sharon Gewirtz, Gail Lewis, Debbie Weekes-Bernard, Jess
Healy, Daanish Saeed, and Ros George, and the speakers at our dissemi-
nation conference, Ann Phoenix and Tim Butler, for their interest in and
enthusiasm for the project, and their valuable thoughts. Grateful thanks
also to Allan Cochrane for his last minute support!
In addition:
Carol would also like to thank Stephen Ball, Alice Bradbury, Annette
Braun, and Diane Reay for their unstinting academic and moral support.
It is much appreciated. Research students Sara Joiko and Manuela
v
vi Acknowledgements
Mendoza have also helped me clarify my thinking, for which I’m grateful.
Thanks also to all the parents with whom I have stood in a ‘cluster’ in my
children’s playground over the years. Their friendship was and is highly
valued. Finally, much love as ever to Ian, Madi and Dan for always keep-
ing work in its place!
Sarah would like to thank Les Back, Alice Bloch, Rachel Brooks,
Melissa Butcher, Allan Cochrane, Jon Garland, Andrew King, Gail Lewis,
Karim Murji, Greg Noble, John Solomos, Selvaraj Velayuthum, Sophie
Watson, Susanne Wessendorf and Amanda Wise—ever-insightful friends
and wise colleagues. And love and thanks to my moorings—Allan, and
Brock, who grew up in schools like the ones we write about.
Humera would like to thank Michela Franceschelli, Sarah Crafter,
Sophie Zadeh, Susan Golombok and Margaret O’Brien for being great
colleagues; each full of knowledge and great humour. Tabassum and
Zafar for always getting her to the school gates, Marshlee for being a true
friend and Hakim for being just being his wonderful self.
Parts of this book draw on, revise and expand on papers we have writ-
ten previously. We are grateful to the editors and publishers of these jour-
nals for permission to use material from the following papers:
Iqbal, H., Neal, S., & Vincent C. (2016). Children’s Friendships in Super-
Diverse Localities: Encounters with Social and Ethnic Difference. Childhood,
24(1), 128–142. https://doi.org/10.1177/0907568216633741
Neal, S., & Vincent, C. (2013). Multiculture, Urban Middle Class Competencies
and Friendship Practices in Super-Diverse Geographies. Social and Cultural
Geography, 14(8), 909–929. https://doi.org/10.1080/14649365.2013.837191
Neal, S., Vincent, C., & Iqbal, H. (2016). Extended Encounters: Shared Social
Resources, Connective Spaces and Sustained Conviviality in Socially and
Ethnically Complex Urban Geographies. Journal of Intercultural Studies,
37(5), 464–480. Licensed Under Creative Commons Attribution License.
https://creativecommons.org/licenses/by/4.0/. Available at: https://doi.org/1
0.1080/07256868.2016.1211626
Vincent, C., Neal, S., & Iqbal, H. (2016a). Children’s Friendships in Diverse
Primary Schools: Teachers and the Processes of Policy Enactment. Journal of
Education Policy, 31(4), 482–494. https://doi.org/10.1080/02680939.2015.
1130859
Acknowledgements
vii
Vincent, C., Neal, S., & Iqbal, H. (2016b). Encounters with Diversity:
Children’s Friendships and Parental Responses. Urban Studies, 54(8),
1974–1989. https://doi.org/10.1177/0042098016634610
Vincent, C., Neal, S., & Iqbal, H. (2017). Living in the City: School Friendships,
Diversity and the Middle Classes. British Journal of Sociology. On-line first.
https://doi.org/10.1111/1468-4446.12296
Contents
ix
x Contents
Appendix 223
Index 235
About the Authors
xiii
xiv About the Authors
class and ethnicity. Other research interests include education policy, and the
teaching of citizenship and values in schools. She has been awarded a Leverhulme
Major Research fellowship to explore the teaching of ‘British values’ in schools.
Previously funded research projects have included the educational strategies of
the Black middle classes and the childcare choices of working and middle class
parents. She is a Lead Editor for Journal of Education Policy and an Executive
Editor for British Journal of Sociology of Education.
List of Figures
Fig. 4.1 Friendship map of Crimson class. (NB: The social class
information featured in Figs. 4.1, 4.2 and 4.3 is derived from
parental occupation and education, so is only available for those
children whose parents also participated in the research. Please
also see endnote 1 on ethnic categorisation)101
Fig. 4.2 Friendship map of Burgundy class 102
Fig. 4.3 Friendship map of Scarlet class 103
xv
List of Tables
xvii
1
Why Study Friendships and Diversity?
Orientations and Introduction
to the Study
Introduction
I think somebody’s social class or their ethnicity is very, very irrelevant to me and
it is more about whether we can get along with each other and understand each
other and can engage with each other and you know I don’t have pre-conceived
ideas about people and it stands me in quite good stead because I make friend-
ships in unexpected places […] There is an administrator at the university
[where I work] who is on a fixed term contract ….and I always thought that
she and I got on extremely well and she was very, very efficient and she would
interrogate the data that I had requested from her to produce for me in ways
that I found quite unexpected. And I thought, “ooh here is somebody who pays
attention to detail” and so we went out for a drink, very, very kind of tenta-
tively, you know about six months ago, and I discovered that she is South
American, she is Colombian, but she spent a great deal of her life in Argentina
and she is trained as a lawyer. I used to be lawyer in a previous life and that is
how it is, I think, that Sammie and I get on really well. (Aarthi)
localities, but also meet through their collective use of a particular key
social resource—the primary (elementary) school. The focus on the pri-
mary school is very deliberate in that it allows us to access a particularly
affective social world that is populated by both children and adults.
Primary schools often work as what Deborah Chambers (2006) has called
the ‘hub and spoke’ of social networks; namely, they are particular social
sites within localities and communities that radiate outwards, and are
able to generate wider social connections. In this way primary schools
are, as Collins and Coleman (2008, p. 296) observe, ‘places that matter
to many people’.
Through their collective, habitual and sustained use, primary schools
are disposed to, and productive of, sociality and encounter with known
and unknown others. Indeed, hypothetically, the nature of the unknown
other is mediated by the shared use of the school so that the regular
engagement with primary school worlds means that even unknown oth-
ers become recognised strangers, with the potential for social interaction
as well as the formation of closer relationships. From that perspective,
primary schools can be understood as a form of ‘social commons’; that is,
a space within which a series of shared cultural and other resources are
available to those with access to it. The role of schools as places of
friendship-making and the evidence that school-related friendships can
have particular longevity in people’s lives is recognised, in Savage et al.’s
(2005, p. 143) study of localised belonging and globalisation in the
Northern English city of Manchester. They report that most of their par-
ticipants described their closest friends as those that had been made in
childhood or at their children’s schools. We explore some of this same
ground in this book, considering the range of friendship formations that
can emerge through and within primary schools, both for children and
adults.
Assembling a research investigation through the simultaneous layering
of personal life and friendship relations, the routine experience of proxi-
mate (and often radical) social and cultural difference, and ‘lived in’ local-
ities and collectively used primary schools, allowed us first, to access the
multi-scale, intersecting lifeworlds of individuals, school institutions and
of place; second, to map the nature and extent of social division and
cohesion in highly diverse areas; and third, to consider the ways in which
4 C. Vincent et al.
In their seminal study of friendship, Liz Spencer and Ray Pahl (2006:
197) describe friends as those people in personal lives who take on the role
of ‘comforter, confidants and soulmates’. Their book sets out their argu-
ment that in the socially changing and unpredictable world in which tradi-
tional and more established points of social care—family, work,
community—are reduced and eroded from the centre of people’s lifeworlds,
it is ‘friendship [that] can act as a vital safety net providing much needed
support and intimacy’ (2006, p. 210). Given their centrality to social and
personal life there is something of a puzzle as to why, as has been widely
observed, adult friendships have tended to be one of the most neglected of
social relations (Eve 2002; Pahl 2000, 2002). Analysing sociology’s relative
lack of interest in friendship, Graham Allan (1996, p. 3) describes friend-
ships as something of a ‘Cinderella topic’ in sociology, and in doing so
captures its potential significance as a social relationship but also the extent
to which this potential has not been extensively scrutinised.
Bunnell et al. (2012, p. 490) also highlight the paradox between the
centrality of friendship relations to personal lives and the ongoing mar-
ginal status friendship has had in the social sciences when they note that
‘friendship is the means through which people across the world maintain
intimate social relations [and are] an important part of what makes us
[…] human […] although friends and friendship are more likely to be
consigned to the preface or acknowledgements of books and articles than
to feature in conceptualisation or substantive content.’ The strangeness of
this marginalisation of friendship is further underlined by the extent to
which it is a focus and preoccupation in social life outside of the social
sciences—as Louise Ryan (2015, p. 1667) observes, ‘friendship is a topic
of seemingly endless fascination in popular culture and on social media’.
How, then, to explain this sociological neglect of friendship?
For Michael Eve (2002, p. 386) the answer to this question lies in the
ways in which friendship is perceived and presented as a source of ‘emo-
tional support and small services but little else’. The spontaneous infor-
mality of one-to-one connections of the type that Aarthi, in the opening
quotation, describes as the driver of her friendships is, in Eve’s argument,
at the heart of why it is simply too inconsequential for serious sociologi-
cal engagement. In Eve’s conception friendship needs structural signifi-
cance to matter. He calls for an emphasis within sociology on rethinking
Why Study Friendships and Diversity? Orientations… 7
And, as Pahl goes on to note, ‘in my own research with Liz Spencer, we
attempted to describe the emergence of personal communities, formed
over time in distinctive domains and fluctuating as social convoys over
8 C. Vincent et al.
the life course’ (2002, p. 421). For Pahl (2002) and for Spencer and Pahl
(2006) the emphasis is not on networks of friendships so much as the
‘personal communities’ that individuals assemble through their social
environments and lives. But perhaps most relevant to us, Pahl (2002) also
suggested in his critique of Eve that Eve underestimated the ‘importance
of friendships in social stratifications and power’. In other words, it is
both the agency of affective ties and also the multiple ways in which
structural power relations become sutured into friendship relations that
warrants sociological attention.
Aarthi’s comments on her friendships hint at how this suturing takes
place, but the process was particularly explicit in the friendship vignette
given to us by Jeanne, a parent from the pilot study we conducted prior
to our main study (Neal and Vincent 2013, see below for more details).
Jeanne is a mixed heritage, affluent, middle-class mother who had formed
what she described as a close friendship with Aiysha, a low-income Somali
refugee parent whom she met as their sons became friends. Connected
through their children, Jeanne and Ayisha have developed their own
friendship and each has offered the other significant mutual support dur-
ing difficult periods—the death of a parent, and redundancy. Jeanne
recounts the closeness they have but explains how their relationship is
always bounded by the lack of a shared private space where they can be
comfortable. As Jeanne explained, when Ayisha came to her house ‘she
didn’t ever seem at ease’. Jeanne felt this might be because of the house
presenting a very obvious middle-class material environment, a percep-
tion that was reinforced by Ayisha not ever inviting Jeanne to her house.
In his ethnography of a London street, Daniel Miller (2008, p. 287)
reminds us that home spaces and the objects within these can very power-
fully ‘speak to the nature of [social] relations’ and a similar awareness
seeped into Jeanne’s reflections as to the ways in which her affluent home
space could make Ayisha feel ‘out of place’. In response, Jeanne described
seeking alternative places for them both to go. However, going to cafes
almost inevitably involved costs, and Jeanne was very aware of the inequal-
ities in the women’s incomes. The limited material spaces where Jeanne
and Ayisha can actually be friends serves to constrain their friendship.
This means that the depth of the affective bonds between them—‘She
[Ayisha] feels like that kind of friend, that we could rely on each other
Why Study Friendships and Diversity? Orientations… 9
day. In their ‘most working class’ area (defined using a range of criteria),
Savage et al. found that the friendship ties were mostly local, but this was
also the area in which the lowest number of participants reported having
a best friend. For Savage et al., then, the dispersed geography of ‘best
friends’ and infrequent face-to-face contact reinforced the concept of
elective belonging (i.e. an articulated commitment to particular places,
rather than an attachment that arose through embedded historical social
ties to a locality) because participants demonstrated that they were deeply
connected to ‘people living elsewhere […] belonging to social groups
scattered in space’ (2005, p. 151). The variety and complexities of what
defines friendship relations for children and for adults— longevity, emo-
tional closeness, trust, care giving, shared beliefs, life stage, the situa-
tional moment, and so on—have also emerged as key features in our
work and these variations all tend to involve a spatial dimension (see
Chaps. 4 and 6).
More recently, in their Bourdieusian redefining of class categories in
the UK, Savage et al. (2013) include friendship networks as part of the
social capital that shapes and reinforces people’s class location. The role of
social capital in friendship networks also informs Ryan’s (2015) study of
the friendship-making practices of professional Irish migrants in the
UK. Ryan concludes that rather than co-ethnic ties formed though shared
Irish identities (ethnic homophily), her participants’ networks were more
accurately defined by multiple, cross-ethnic and complementary friend-
ship formations and practices, with friendship relations being established
and maintained through a variety of professional and other immediate
social environments: ‘far from simple linear progression from mainly co-
ethnic to mainly ethnically diverse friendships over time, I have shown
how networks may bring together a mix of friends reflecting the com-
plexity and multidimensionality of identities—including professional
identity’ (2015, p. 1680).
Extending this argument about the complexities of identities in friend-
ship formation, Pellandini-Simanyi emphasises how some of her partici-
pants in income-difference friendships used their sense of social justice to
mobilise strategies in their attempt to manage and flatten the impact of
the income differences. These had limited success because as Pellandini-
Simanyi observes they are trying ‘to resolve structural contradictions at a
12 C. Vincent et al.
micro, everyday level, and therefore they are only able to reach limited
solutions. Even if they are aware and acknowledge structural and unjust
causes of inequalities, it is impossible to resolve these injustices within the
context of a friendship, which by definition is based on principles of reci-
procity and equality’ (2017, p. 604).
However, the extent to which, like Ryan’s more granular social net-
works, Pellandini-Simanyi’s participants were aware of and committed to
attempts to counter the inequalities in their friendships remains signifi-
cant. That people have a lay awareness of difference and sense of injustice
and that this may filter into their affective practices and everyday interac-
tions is an argument that resonates with other work in the field of the
lived experiences of multiculture (Amin 2012; Wise 2005, 2009; Wise
and Noble 2016; Valluvan 2016; Neal et al. 2016, 2018). A core puzzle
that we explore in the book is this tension between the drift in friendship
relations towards homophily on the one hand, and on the other, friend-
ship practices that are shaped and enacted by individuals whose values
and attitudes to ethnic diversity and inclusion are more open—even if, as
Pellandini-Simanyi suggests, it is not fully possible to counter wider social
inequalities within the limits of the friendship relation.
However, while these developments in the study of friendship evidence
the establishment of a sociology of friendship, what is more absent in the
study of friendship is a sustained focus on the effects of social and ethnic
difference on friendship relations, and this is seems a particular lacuna
given the context of rapidly changing contemporary urban environments.
Following Eve (2002), we emphasise the importance of the context in
which friendships are formed and maintained, and from Pahl (2002), we
take the need to approach the friendship relation as personal but also
socially situated. We suggest that it is the strangely simultaneous, non-
institutionalised and institutionalised affective and social content of
friendship that makes it a relevant (and necessary) focus of sociological
attention. And, in the context of exploring the experiential dimensions of
contemporary urban diversity, the friendship relation, with its ability to
condense (and converge) affective and personal lives and social divisions
and structural forces means it has escaped its marginal status and increas-
ingly moved towards the mainstream of sociological agendas.
Why Study Friendships and Diversity? Orientations… 13
IV. Dipsomania.
To sum up, the chief indications for treatment are complete isolation,
the withdrawal of alcohol, abundant, readily assimilable, nutritious
food, and control of the reflex excitability of the nervous system.
First, then, during the paroxysm the patient must be saved, in so far
as is possible, from the danger of injuring himself or others and from
squandering his property. If the excesses are of such a degree as to
render it practicable, the same treatment must be carried out as in
cases of acute alcoholic mania and delirium tremens—namely,
confinement in a suitable apartment under the care of an
experienced nurse and the control of the doctor. Unfortunately, this
plan is not always practicable in the early days of the outbreak. Here
tonics, coca, and repeated small doses of quinia and strychnia are of
advantage. Courses of arsenic at the conclusion of, and in the
intervals between, the paroxysms are of use, on account of the
excellent influence they exert on the general nutrition. These may be
advantageously alternated with iron, cod-liver oil, and the compound
syrup of the phosphates or of the hypophosphites. Hydrotherapy
may also be used with advantage, and the influences of a well-
regulated hydropathic establishment are much more favorable than
those of institutions specially devoted to the treatment of alcoholic
subjects. In the latter the moral atmosphere is apt to be bad; the
patients support each other, and too often conspire to obtain in
secret that which is denied them openly, or, if the discipline be too
strict for this, they sympathize with each other in their restraint, react
unfavorably upon each other in the matter of shame and loss of self-
respect, and plot together to secure their liberty.
Few dipsomaniacs in the earlier periods are proper subjects for
treatment in hospitals for the insane. If cerebral excitement or
sleeplessness persist after the paroxysms, chloral, paraldehyde, or
the bromides in large doses may be used to secure sleep. Various
combinations of the bromides are often of use where the single salts
fail. It must not be forgotten that during the paroxysm there is great
danger lest the patient do himself or others harm. When there are
indications of an impending attack, and during the period of
depression following the attacks, benefit is derived from the daily use
of bitter infusions. As a matter of fact, however, the management of
these cases is among the most unsatisfactory of medical
undertakings. The difficulty is increased by the latent character of the
mental disorder in the intervals between the attacks. Even when
such patients voluntarily enter hospitals for the insane, they cannot
be retained there sufficiently long to derive any permanent benefit.
What we want is, in the words of Clouston, “an island where whiskey
is unknown; guardianship, combined with authority, firmness,
attractiveness, and high, bracing moral tone; work in the open air, a
simple natural life, a return to mother Earth and to Nature, a diet of
fruits, vegetables, bread, milk, eggs, and fish, no opportunity for one
case to corrupt another, and suitable punishments and deprivations
for offences against the rules of life laid down. All these continued for
several years in each case, and the legal power to send patients to
this Utopia for as long a period as medical authority determines, with
or without their consent.”