This capital reproduction can be transmitted through the hidden curriculum, where schools can influence values and attitudes. (Giddens, 1989) When significance is put on reproducing the dominant class, the working class cultural is not valued within the educational system. This results in the working class students’ feeling alienated and out of their depth. (Drudy, 2009). According to Drudy and Lynch (1993) the cultural capital is the hidden links between achievement in school and cultural background, there is strong evidence to suggest that there are strategies in place allow social inequalities to continue generation after generation.
It is often evident that if the child is successful at school then the child’s social future will be much the same as the child’s parents. However on the other side of the spectrum for working class children to do well at school and in the future they need to change to become something different from their families (Thomson, 2002). The intended and hidden curriculum reflect this inequality (Ewing, 2013, p 85). The stereotype that the poor bought it upon themselves needs to be combatted by educators through their implementation of the curriculum. The formal and intended curriculum does not match the experiences needed for living in the twenty first century (Ewing, 2013, 91).
Inequalities exist an all aspects of life. The nature and result of such inequalities shapes our social as well as economic lives. As people progress through their educational life certain inequalities will result in different outcomes of schooling for different sets of people. “In post war Britain pupils from a working class background are constantly found to gain fewer academic qualifications, to be under represented in institutions of higher education and to end up in jobs offering little opportunity for social advancement'; (Brown 1987 p11). It is inequalities such as these that are present both in and out of school that will determine life chances of individuals.
Parents can be influential for their children, but it would be very biased because they control what the child is learning. Parents who do not allow their children to learn the same curriculum that public school attending children are learning are sheltering them, in a way; prohibiting them from learning the things that public school will teach them. “Improving students' relationships with teachers has important, positive and long-lasting implications for both students' academic and social development.” (Rimm-Kaufman). Students and teacher bonds are one of the most important bonds because if a teacher gets through to a student, then that student has a better chance of making it in the
However, the major disadvantage would be the student 's families. Some families do not like it when their children are schooling in a diversified environment. To evade such demerits, the presence of diversity and equality should be paramount in our education system instead of creating a caste system. Conclusively, all students are entitled to equal access to good education despite their race, social or economic status. Kozol discusses the problems causing the segregation and the effects of the system and also how schools relate to these concerns.
Another effect that the learning environment can have on the students is the social aspect. Do the children act differently in social situations with the opposite sex outside of school because they did not establish these in their schooling? Social interactions, attitude in the classroom, and classroom performance are three major points that will be discussed, as well as discussing the evidence and research that has taken place to show how these affect students. Distractions in the school with the opposite-sex can also be something that can be observed. Does having the ... ... middle of paper ... ...nard, N.p., 2009).
Within todays society it is clear that minority groups are grossly disadvantaged in a multitude of ways. It is almost unfathomable that this begins within the education system as they cement rather then distribute these obvious disadvantages. Schools do not aim to keep disadvantaged people in an underprivileged situation, however, it is clear they are not doing enough to change the cycle, thus showing that the education system is currently perpetuating and legitimising social inequality – and it should not be stood for. The aim of this essay is to highlight the potency of race playing an imperative role in influencing a students chance to succeed at school. This will be done by addressing the following major topics: social justice, the disadvantages
Examine the role of processes in schools in producing different educational achievement among pupils from different social groups. Differential educational achievement is unquestionable affected by different social groups however this is not the only factor that affects the educational success of students. Members of working class place a lower value on education, they place less emphasis on formal education as a means to personal achievement, and they see less value in continuing school beyond the minimum leaving age. They place a lower value on achieving higher occupational status, when evaluating jobs they place emphasis on stability, security and immediate economic benefits and tend to reject the risks and investments involved in aiming for high status occupations. Job horizons tend therefore to be limited to a good trade.
In relation to these theories I am going to research into the argument that parents have a strong influence on their child’s education from this young age. The first difference you see between the middle and working class in education is the selection of primary schools as for some it is the first time they are going to enter into the academic world. At this point the family as a whole are entering into “unfamiliar worlds” (Jackson and Marsden, 1966, page 99) in the process of selecting and applying for schools. The middle class aim is to have their children go to a successful school with a good Ofsted report just like the working class. However it is harder for the working class to get into these schools due to a range of factors.
Cultural relevent teaching is more based around cultural transformation, the teacher has to engaged in the community and with the families of the children. It is essencial to use childrens personal and cultural knoledge as part of a school curriculum. Teachers need to make an effort to learn the culutral norms of the children in their classroom and incourprate that into the cirriculum. Contrary to Cultural relevent teaching Critical pedagogoy works towards teaching and helping the children understand the powered that all the marginalized groups have, instead of just focusing on local marginalized groups. Critical pedagogoy aims to help build leaders to take action.