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Literature in Britain today

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“The <strong>in</strong>ternet appears to enable<br />

and support a love of literature.”<br />

This data no doubt partly reflects social differences:<br />

the survey also shows that non-literature readers<br />

are likely to come from poorer socio-economic<br />

groups, and that they simply have less access to the<br />

<strong>in</strong>ternet (page 16). But the association of literature<br />

with web usage appears to refute the common view<br />

that serious read<strong>in</strong>g will decl<strong>in</strong>e if people spend too<br />

much time <strong>in</strong> front of their computer screens. On the<br />

contrary, the <strong>in</strong>ternet appears to enable and support<br />

a love of literature. The biggest opportunities for<br />

build<strong>in</strong>g engagement <strong>in</strong> literature – along, perhaps,<br />

with some of the most fertile future directions for<br />

literary writ<strong>in</strong>g itself – are to be found onl<strong>in</strong>e.<br />

Barriers to literature, limitations of<br />

the research<br />

A significant m<strong>in</strong>ority of people have little or no<br />

<strong>in</strong>terest <strong>in</strong> literature. 11% of the survey respondents<br />

expect to read less or no literature <strong>in</strong> the future<br />

(page 19). For many of this group, the ma<strong>in</strong> reasons<br />

are the pressures of contemporary life – 23% of<br />

them don’t have enough time, 18% are too busy –<br />

which at least suggest that literature might become<br />

a possibility for them if their circumstances change.<br />

For others, the reasons seem more <strong>in</strong>transigent:<br />

15% have other hobbies and 19% simply do not like<br />

read<strong>in</strong>g (page 21).<br />

The demographic data (pages 14-15) suggests that<br />

underly<strong>in</strong>g social forces may also be at work here.<br />

People who read literature undeniably come from<br />

all sections of society, and their distribution across<br />

age-groups and regional locations varies little from<br />

that of non-literature readers or the population<br />

as a whole. But people who do not read literature<br />

are more likely than the general population – and<br />

significantly more likely than literature readers – to<br />

be from poorer social grades, to have lower levels<br />

of education, to come from black or m<strong>in</strong>ority ethnic<br />

groups, and to be male.<br />

Arguably, the f<strong>in</strong>d<strong>in</strong>gs on class and education<br />

demonstrate that read<strong>in</strong>g literature can br<strong>in</strong>g<br />

tangible life benefits – boost<strong>in</strong>g academic<br />

achievement, employability and wealth. But the<br />

causal relationship could equally be the other<br />

way around, with lower <strong>in</strong>come and educational<br />

atta<strong>in</strong>ment act<strong>in</strong>g as barriers to engagement <strong>in</strong><br />

literature. Such social exclusion is also implied<br />

by the ethnicity data: the under-representation<br />

of Black, Asian and Mixed Race people among<br />

literature readers almost certa<strong>in</strong>ly reflects the welldocumented<br />

disadvantage of ethnic m<strong>in</strong>ority groups<br />

<strong>in</strong> social mobility and other life outcomes.<br />

The data on gender bucks the sociological trend,<br />

with women (another group generally disadvantaged<br />

<strong>in</strong> the population) outnumber<strong>in</strong>g men among<br />

literature readers by 54% to 46% - a pattern which<br />

is even more evident among non-literature readers,<br />

whose female to male ratio is 42% to 58%. Clearly<br />

literature appeals strongly to many women, but<br />

there seems to be a question about how to attract<br />

more men, especially those from less privileged<br />

backgrounds, to take up read<strong>in</strong>g.<br />

However, if literature’s readers are more likely to be<br />

female than male, its recognised writers are more<br />

likely to be male than female. The f<strong>in</strong>d<strong>in</strong>gs from<br />

our analysis of the list of 400 writers are estimates<br />

which need to be read with considerable caution (see<br />

page 26), but, even allow<strong>in</strong>g for a substantial marg<strong>in</strong><br />

of error, some clear patterns emerge – notably that<br />

69% of the writers are male.<br />

In terms of cultural reach, it is pleas<strong>in</strong>g to see that<br />

nearly half the writers (44%) are from overseas, and<br />

that these <strong>in</strong>clude nationally prestigious poets from<br />

Pakistan (Allama Iqbal), Poland (Jan Kochanowski,<br />

Adam Mickiewicz) and Romania (Mihai Em<strong>in</strong>escu,<br />

Nichita Stanescu), suggest<strong>in</strong>g that migrant<br />

literary traditions have found a place <strong>in</strong> British<br />

multiculturalism.<br />

In terms of ethnicity, though, the 400 writers<br />

are much less diverse: only 7% are Black, Asian<br />

or of Mixed Race, compared with 13% of the<br />

British population (and therefore of our survey<br />

respondents). This is <strong>in</strong> some ways a questionable<br />

comparison – an <strong>in</strong>ternational ˘ and partly historic<br />

sample of writers <strong>in</strong>evitably varies from the<br />

contemporary population of the UK. But it is also<br />

strik<strong>in</strong>g that the 50 authors most frequently named<br />

“If literature’s readers are more<br />

likely to be female than male, its<br />

recognised writers are more likely<br />

to be male than female.”<br />

<strong>in</strong> the survey are all white, and that only two Black or<br />

M<strong>in</strong>ority Ethnic writers (Haruki Murakami and Zadie<br />

Smith) are named by more than one respondent<br />

(see page 27). It seems that the equality <strong>in</strong>itiatives<br />

of recent decades – <strong>in</strong> such areas as publish<strong>in</strong>g,<br />

literary prizes and the school curriculum – have<br />

7

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