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HOW does social class effect school achievement
How social class affects achievement in education
How to promote equality and diversity in schools
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Raising achievement is a key area that has been the centre of the educational debate and one of the main goals of government educational strategies in England in the recent years. More precisely, the ambitious objective of these strategies has been to raise achievement of all learners, with particular attention to those pupils in a disadvantage condition, taking in account factors as social class, gender, ethnicity and special education needs. In this context a great stress has been given to the importance of meeting students’ need and, consequently “to move away from standardization towards a greater personalization” (Donnelly, 2012) and to put into practice particular initiatives that could help each student to achieve better.
Besides the national strategies, which by definition focus on general problems, each school has a range of key areas on which intervention are possible in order to face underachievement. Social class is without any doubt one of the most important factor that, still today, influences school achievement in England.
This paper aims to research from a theoretical and practical point of view how attention to the students’ social background impact on the raising of achievement in a school, and to analyse some of the strategies that aim to face social inequality in education. Taking into consideration the existing literature on the issue, this research will firstly consider the correlation between social class and education underachievement in England; I will then use data I gathered from School A and my own personal experience to explore and discuss possible strategies that could help a school to narrow this social gap and raise achievement.
As the “strongest predictor of educational achievement in the U...
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Kerr,K. and West, M. (Eds.) (2010) Social inequality: can schools narrow the gap? Macclesfield: British Educational Research Association.
Kounali, D.,Robinson, T.,Goldestein, H., and Lauder, H. (2008) The probity of free school meals as a proxy measure for disadvantage [Online]. Available: http://www.bristol.ac.uk/cmm/publications/fsm.pdf [Accessed: 20 March 2014]
National Equality Panel (2010) An anatomy of economic inequality in the UK. London: Government Equalities Office.
Perry, E. and Francis, B. (2010) The social class gap for Educational achievement: a review of the literature, RSA projects.
Reay, D. (2012) What would a socially just education system look like? [online] London: CLASS Centre for Labour and Social Studies. Available: http://classonline.org.uk/docs/2012_Diane_Reay_-_a_socially_just_education_system.pdf [Accessed: 13 March 2014]
Hurst, Charles, E. 2013. Social Inequalities: Forms, Causes, and Consequences (8th ed). Boston, MA: Pearson.
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: social background differences in achievement as children begin school. Washington, D.C.: Economic Policy Institute.
This essay presents three different sociological approaches to social inequality, focusing on how social inequality is demonstrated through limitations of an individual’s possibilities and performance in the academic environment, due to an individual’s social capabilities in today’s society. There will be a focus on how the chosen sociological approaches view the relation between structure and agency and how this relation forms, strengthens and reproduces social inequality concerning education and employment possibilities.
Gamoran, Adam. "American Schooling and Educational Inequality: A Forecast for the 21st Century." American Sociological Assocation. JSTOR, 2001. Web. 11 Dec. 2013.
Jean Anyon’s “Social Class and the Hidden Curriculum of Work” claims that students from different social classes are treated differently in schools. Anyon’s article is about a study she conducted to show how fifth graders from the working, middle, and upper class are taught differently. In Anyon’s article, she provides information to support the claim that children from different social classes are not given the same opportunities in education. It is clear that students with different socio-economic statuses are treated differently in academic settings. The curriculum in most schools is based on the social class that the students belong to. The work is laid out based on academic professionals’ assumptions of students’ knowledge. Teachers and educational professionals assume a student’s knowledge based on their socio-economic status.
In her article “When Class Became More Important to a Child’s Education Than Race,” Sarah Garland (2013) argues that money income is more important to a child's education than race. In this article Sarah states that children who have parents with low incomes do not get the same opportunity as children with parents who have higher income.
Some people may believe that education all over the United States is equal. These people also believe that all students no matter their location, socioeconomic status, and race have the same access and quality of education, but ultimately they are wrong. Throughout history, there has been a huge educational disparity between the wealthy and marginalized communities. The academic essay “Social Class and the Hidden Curriculum of Work” by Jean Anyon, an American critical thinker and researcher in education, conveys that depending on the different economic backgrounds students have, they will be taught in a specific way. He reveals that the lower economic background a child has then the lower quality their education will be and the higher their economic background is the higher quality their education is. Anyon’s theory of a social ladder is extremely useful because it sheds light on the
Jackson, B and Marsden, D (1966) Education and the working classes. London: Routledge and Kegan Paul plc.
According to Byman and Kansanen (2008, p605) ‘… teaching in itself does not imply learning’. The underachievement of young people in education has been a priority in British politics for over two decades (Ross, 2009). The estimates of academic underachievement at Key Stage 4 (KS4) are reportedly between one fifth and one third of the KS4 population in England (Steedman and Stoney, 2004). An Ofsted (2013) report identifies that pupils’ aged from 11 to 16 (early KS4) is below the national average. Underachievement in KS4 has become a recurring phenomenon (Wogboroma, 2014), with several academics and government bodies, identifying a range of significant implications, not only for the individual but also for wider society (Beinart, et al. 2002; McIntosh and Houghton, 2005; Hosie, 2007; Ofsted, 2013; DfE, 2014). This unseen cluster of learners that are academically underachieving is representative of an objectionable waste of potential, in addition incurring subsequent costs, from an individual viewpoint to a national scale (Ofsted, 2013). Consequently, recognizing and instigating timely interventions to tackle underachievement in KS4 and subsequently achieve social justice for this learner group should be a fundamental goal for schools. Motivation is recognised as an effective tool to overcome underachievement (Mega, et al. 2014) Furthermore, the intrinsic loci of motivation has developed to become an important phenomenon for educators, as it produces high-quality and effective learning in addition to creativity and achievement that can be progressively nurtured by teacher practices (Ryan & Stiller, 1991). Theories of motivation, self and society are critically evaluated to determine effective strategies...
Closing the wage gap between men and women is a continuing struggle today in nations all over the world. In many occupations, women are paid less overall than their male counterparts. One nation, however, is making strides to bring this disparity in wages into the light. British law will soon require large companies to publish information about the salaries paid to their male and female employees. While this is a great step forward in recognizing the gender pay gap, many women also face many other obstacles to getting equal pay, such as the “Mommy Tax” that reporter Ann Crittenden talks about in her piece of the same name (Kirk and Okazawa-Rey 337).
“Social Justice in Education” by R. W. Connell discusses the role of education in society and the implications that social justice issues have on education. Connell begins by establishing that education and social justice can be examined separately yet they are inescapably linked through the social medium of their implementation. “Education concerns schools, colleges and universities, whose business is to pass knowledge on to the next generation. Social justice is about income, employment, pensions or physical assets like housing.”(Connell, 1993) Three points validating the equal importance of social justice and the education system to people of all delineations are: 1.) in Western society public schools are key forums of social interaction and comprise some of the largest social institutions 2.) educational institutions are highly economic bodies and have become “major public assets” (Connell, 1993) 3.) teaching becomes a vehicle by which society is ultimately determined and has a great influence over society’s morality. Connell describes the meaning of justice in education as being “a question of fairness in distribution… equality.”(Connell, 1993) “Justice cannot be achieved by distributing the same… standard good to… all social classes.”(Connell, 1993) By stating this, Connell summarizes that in the attempt to achieve equality, unequal means must be employed.
This paper explores the way social inequality affects schooling. In a classroom setting, one student can be treated unequally just because of their race, ethnic background or religion. Taking notes from Purcell- Gates and Boykin, A.W. & Noguera, P., the topics of ethnicity and the achievement gap will be discussed in the event that all students should be treated equal. Also bringing in the topic of the “No Child Left Behind Act” introduced by former president George W. Bush in 2001 and was signed into law in 2002. For a long time, social inequality places a negative effect on schools around the country. The common urban verse suburban educational battle has been going on for way to long and there is a fix that needs to be made.
Saporito, Salvatore, & Sohoni, Deenesh. "Mapping Educational Inequality: Concentrations of Poverty among Poor and Minority Students in Public Schools." Social Forces 85.3 (2007): 1227-53. Print.
Research reveals that the higher the social class, the higher the levels of educational achievement are likely to be. The children of parents in higher social classes are more likely to stay on in post compulsory education, more likely to achieve examination passes when at school, and more likely to gain university entrance. These features painted a true picture of British education in the twentieth century and can be argued to follow this trend today. However, whether there has been any reduction in the inequalities is more debatable, but some research suggests that these inequalities are as great as ever, despite the overall improvements within the education system. Many researchers argue that IQ tests are biased in favour of the middle class, since members of this group largely construct them.
Gamoran, A. (1996) “Curriculum Standardization and Equality of Opportunity in Scottish Secondary Education: 1984-90”, Sociology of Education, 69: 1-21