This study investigates the complex motivations and experiences of white middle-class families who deliberately choose to send their children to 'ordinary' or 'low-performing' secondary schools. The research examines the factors influencing these 'against-the-grain' choices, including family history, locality, the nature of choice itself and associated anxieties, relationships with other ethnic groups, and evolving notions of whiteness. It explores the implications of these decisions for contemporary white middle-class identity formation and its potential impact on democracy, ultimately highlighting both acquisitive tendencies and more hopeful dimensions within this identity.

The book offers a critical examination of contemporary white middle-class identity through the lens of educational choices. It is presented as a groundbreaking study based on detailed fieldwork, suggesting a rigorous empirical approach to understanding complex social phenomena. The work aims to provide answers regarding the motives behind choosing less conventional schools and the lived experiences of both parents and children involved. Its scope extends to broader societal implications, including relationships across ethnic lines and the nature of democracy.