The View that Schools and What Happens Within Them are the Main Causes of Social Class Difference in Educational Achievement
* The reproduction of Social Class inequalities is the idea that working-class children don’t succeed as well as middle-class children in education and do not possess the cultural capital required.
(b)
* Financial Factors – Some parents may earn more money than others so they can afford to choose which school the child goes to.
* Social Class – If a parent was more Middle-Class, they would have more involvement in the Childs education and would want them to succeed better.
(c)
* Create a more skilled Workforce – Schooling
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These were set up to provide one type of school for all students. There were no entry requirements however people were placed in sets based on ability.
(f) Assess the view that schools and what takes place within them are the main causes of social class difference in educational achievement.
The above question is telling us that school and the education system are what cause social class. Social class is where people have similar positions usually measures by education, occupation and income. In my essay will include sociological evidence and theories exploring if social class is due to schools and what goes on in them.
The first piece of evidence we can use to support the above statement is a Marxist point of view about education. Bowles and Gintis (71) argue that meritocracy (your social position is based on your effort and ability) is a myth. He believes that the educational system works against the interests of the working class. Their correspondence theory they argued that there were a correspondence between the social relationships at school to the social relationships at work. An example of this is schools and work reward on external principals. In school you get rewarded with certificates, while in work you are paid a wage. This relates to the question because it shows that
Using material from Item A and elsewhere assess the view that social class differences in educational achievement are the result of school processes such as labelling.
Children who grow up in a poor area go to school where there are 50 kids in one class and individual attention is never given, and children of high class families will go to schools that have smaller class sizes and individual attention. Even when a poor child goes to a better schoolteachers will question if the work done is their own and also only expect hard work from the rich kids. “if you are a child of low income parents, the chances are good that you will receive limited and often careless attention from adults in your high school.” Theodore Sizer “Horace’s Compromise,” “If you are the child of upper-middle income parents, the chances are good that you will receive substantial and careful attention.” (203) These quotes from another author showcase that school in America is often times based on the social standing of the parents.
Using material from item A and elsewhere assess the view that social class differences in educational achievement are the result of school processes such as labelling.
In the article “Class in America,” Gregory Mantsios identifies the social classes in America as well as the growing gaps between them. He explains how people who are born in already wealthy families are well educated and take advantage of opportunities. He claims that people in the lower class are not given a chance to succeed and it is even more difficult for the minorities. Mantsios’ article relates well to Anyon’s “Social Class and the Hidden Curriculum of Work.” Anyon attempts to find evidence of the differences of schoolwork in lower class schools. Relating well along with these two articles is “Still Separate, Still Unequal” by Kozol. He discusses how minority and lower class schools are practically ignored therefore, setting them up for failure. Mantsios’, Anyon’s, and Kozol’s articles correlate seamlessly in discussing the issues of the effect that social class has on education.
In another word, whoever pays more will get the best education. Students in Upper Socio-economic class are motivated to be creative and they are encouraged to learn not to copy whatever the teacher has to teach. But, those students who go to working class schools are treated different: they go to school to follow instruction and copy what’s on the board. They don’t even know the reason why they go to school and learn that specific subject. They simply go to school because every young person should go to school, and the only reason for this treatment is their parent’s socio-economic class.
Australia has suffered a large gap in education due to socio-economic class. Generations ago, social class was a major part of society that separated the different classes especially in education. The wealthy attended school and only a percentage of the poor received little education as most left school to help provide for the family. These days, although the Australian government is funding schools giving the opportunity of an education to all families regardless of their class, social class is still an intimidating debate among society. So, the question is does social class still have an impact on Australian education? This essay will discuss reasons, through field research and studies, as to why various social classes are still apparent
“If it doesn’t fit, you must acquit.” Those words were the famous phrase spoke by Johnnie Cochran, one of the defense attorneys, in the case of “People of the State of California v. Orenthal James Simpson.” This eminent motto marked a key turning point in what is known as the most publicized criminal trial in American history. This case brought about many social issues in the country and the American Criminal Justice system. Of the many social topics raised by the case, a few that are most imperative are social class, education, and race.
According to Jean Anyon, schools in different social classes get different educations and get treated differently at school. How the children are taught will affect how they do in the future. The children who are in school now will be our leaders in the future, so we need to invest in our students. The Working Class students are taught that the process and following the rules is most important, not the answer. If we have government representatives, military leaders, and possibly presidents focusing on following the rules we will not be able to better our country. Children should be taught that they are valued and that their opinions matter, so that later in life they can continue to have confidence in their own ideas. Gaining this confidence starts in school. Anyon studied how the students are treated and taught at schools who are teaching to only one kind of social class. I believe that, most schools are a mix of at least two different social classes. In general, Affluent Professional and Executive Elite schools have students learn from thinking for themselves. On the other hand, Working Class and Middle Class students learn by the teacher thinking for the them. Most schools are a mix of these different teaching styles.
In addition to wealth contributing to separated education, teachers based on their type of social class school perpetuate behaviors and learning strategies that either limit or expand students’ focuses and values, thus creating unequal development across different curriculums.
That a student’s social class origin impacts on their learning outcomes is self-evident across much of the developed world, with entrenched disparities in academic achievement that are inversely correlated with family income (Snook, 2009:3, Argy, 2007:para 3, Reay, 2006:289, Nash, 2003:179-180).
One of the concerns regarding social justice in education is that there are marginalised groups within society do not having equal access to the learning and life opportunities that they deserve. The concept of social justice stresses that every individual within society is entitled to have equal rights and opportunities. This means that an individual from a lower class background deserves the same opportunities as a person from a wealthier background. It is about becoming aware and recognising that there are certain situations where the application of the same rules to unequal groups can sometimes lead to imbalanced results. It is therefore crucial that the government create a curriculum that can empower every student regardless of their
Social class has a major influence over the success and experience of young people in education; evidence suggests social class affects educational achievement, treatment by teachers and whether a young person is accepted into higher education. “34.6 per cent of pupils eligible for free school meals (FSM) achieved five or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs, compared to 62.0 per cent of all other pupils” (Attew, 2012). Pupils eligible for FSM are those whose families earn less than £16,000 a year (Shepherd, J. Sedghi, A. and Evans, L. 2012). Thus working-class young people are less likely to obtain good GCSE grades than middle-class and upper-class young people.
One example of social stratification correlates with social class and determining education outcome for kids. Generally, people of a higher social class have more access to opportunities, luxury’s and rewards than those of a lower class. The theory is for social stratification to create a smooth-running society. Power and privilege make it difficult to ignore social inequality.
Social class is an ongoing problem in education, especially for those living on the lower end of the divide. More than one in five of Scotland’s children are living in poverty. In this essay I will consider why social class is an ongoing problem, its influence on wellbeing and achievement, and propose ways in which we can attempt to combat these issues. This will be accomplished with reference to concepts, theories and the scenarios detailed in appendix A, B and C.
The schools that cater to lower class students don’t rise to the standards that other schools are held to. Many of the schools in poorer neighborhoods have fewer resources, less standards and the parents have less education and are not able to help their children or even afford for their children to go to school. This is a big problem for children of lower socioeconomic statues, especially those that are African American.The School-centered explanation helps show that there is inequality between schools in different socioeconomic statuses. It talks about how the teachers and things that happen in school play a big part in the education of children and also the expectations of the students. The schooling suffers because of the lack of money and motivation which can cause the students to have a worse schooling than kids in higher socioeconomic statuses. The expectations of teachers is related to Labeling Theory. When the students are told that they are bad kids or that they are not smart, it causes them to act like the labels that are given to them. If a child believes these labels, it hinders their performance in school and the attitude they have towards learning. Lastly, there is also student-centered explanations. These have to do with the people and things that surround the students outside of school, like their parents, friends, and the places they live. All of these cause different school experiences for children of different classes and is a big part of how well the