To what extent did comprehensive schools enable working class pupils to succeed? Comprehensive schools enabled working class students to succeed because when there was the Tripartite System the majority of working class pupils would go to secondary modern schools as the 11+ test was favoured towards middle class experiences and language. Pupils attending secondary modern schools were seen as a student failing, this then affected the attention the students got at school, the opportunities open to the students and they also gained a low self-esteem. It also creates a “self believing prophecy” from low self esteem. In addition to that secondary modern schools only had a third of the funding with 80% of the population attending them. This meant that there were fewer qualifications to gain and less good qualified teachers, which in essences was preparing them for unskilled manual work. The tripartite system legitimated inequality through the ideology that ability is inborn rather than the products of the child’s upbringing and environment, and thus can be identified early on in life Because the 11+ test favoured middle class, it was mostly middle class students that went to grammar schools. This created a social class division when one of the reasons for having Free State education was more ‘equal’ opportunities. When comprehensive schools were introduced in 1965, it was designed to overcome the unfairness of the tripartite system by abolishing the 11+ exam and sending all pupils to the same type of secondary school (with the exception of private school students who continued to go to private schools). Since the schools joined, there were more qualifications on offer to students. Middle class and working class worked together. But never the less, the system continued to reproduce class inequality. Some secondary modern schools were placed where the majority of working class students lived, so in some schools it was still mainly working class. Whilst in others, mostly middle class. In addition to that, many comprehensives were streamed into ability groups, where middle-class pupils tend to dominate the higher streams. Even where ability groups were not present, Ball argued that teachers continued to label working class pupils negatively and to restrict their opportunities. More recently, both Ball and Whitty have examined how the policy of marketisation also reproduces and legitimates inequality. Marketisation is largely the result of the 1988 Education Reform Act, which reduced direct state control and introduced market forces into education so as to create competition between schools and increase parental choice. They state that marketisation reproduces inequality through exam league tables and the funding formula. Publishing each schools exam results in a league table ensures that schools that achieve good results are more in demand, because parents
Rowe, K. (2000). Assessment, League Tables and School Effectiveness: Consider the Issues and “Let’s Get Real”!. Journal of Educational Enquiry, 1(1), 73-98.
The myth that Australia is a classless society is still, till this day, circulating. With education opportunities differing, depending on your status in society and socioeconomic background, not all Australians share the same opportunity of education. Whether being a middle class citizen or an “elite” or from working class, all education opportunities offered, will be influenced by your financial status and hierarchy in society. Power can influence the outcome of an individual’s life.
Education holds power over determining one’s class. Knowledge and refinement can set one individual apart from another who lacks the qualities of successful individuals. Finances and opportunities distinguish class meaning the lower class has difficulty in obtaining the same conditions of the upper class. Education ultimately dictates success and power in society. Education is taken for granted and should be recognized for the significance it possesses.
Social Classes Throughout History The gap between different classes has always been very prominent in
The myth that Australia is a classless society is still, till this day, circulating. With education opportunities differing, depending on your status in society and socioeconomic background, not all Australians share the same opportunity of education. Whether being a middle class citizen or an “elite” or from working class, all education opportunities offered, will be influenced by your financial status and hierarchy in society.
The working class was known as the poor in the Victorian Era, struggling to stay alive as a result of their low income. This resulted in a sparse diet, ragged clothes, a limited education, and limits to what they could do in terms of literature, music, and theater. Also, as the Industrial Revolution progressed, finding work became more complicated as the working class population had increased putting many people into poverty. Consequently, the people of the working class labored constantly to not only keep their job but to pay for their family expenses.
We live in a society where we are surrounded by people telling us that school/education and being educated is the only way to succeed. However, the school system is not up to the standards we want it to uphold. There are three issues we discuss the most which are the government, the student, and the teacher. In John Taylor Gatto 's essay “Against School”, we see the inside perspective of the educational system from the view of a teacher. In “I Just Wanna Be Average”, an essay written by Mike Rose, we hear a student 's experience of being in a vocational class in the lower level class in the educational system when he was supposed to be in the higher class. Both Gatto and Rose give their opinions on how the educational system is falling apart. Today the government is only trying to get students to pass, making it hard for teachers to teach what they want. Students are affected everyday by the school system. They sit there - bored - and do not think that the teachers care, making the
Politics and business influence have been a long term problem for the establishment of a free and fair education opportunity. America has been called ?the melting pot? of the world, meaning that within the nation live such an abundance of individuals from different aspects of life. Within the world, we find some societies less fortunate than other societies. Economic diversity is present within the United States as well. It is commonly understood that the wealthy are becoming better educated than the poor, and similarly that the wealthy have a better chance to survive in the economic growth of today?s society.
In conclusion the most important factor that affects the achievement between working class and middle class is cultural factors as all the factors link causing the social class difference. Material factors dose have a role in the gap difference but the social factors are the ones that change the individuals aim in wanting to achieve the highest grades that they can achieve but if the child lacks the deferred gratification or immediate they won’t succeed in achieving.
The message that many African American males receive throughout their lives is that they are unintelligible, uneducable, and dangerous (hooks 2004; Jackson and Moore 2008). With this message being delivered to them every day it is not hard to understand the disparity of those getting higher education and those who do not compared to their white counterparts. These messages can play a role in how their self-image is formed and defined. Other factors include poverty and incarceration. These are not the only factors that affect African American males but these are some of the common factors that affect the educational attainment of African American males. This is should be a concern because there may be something that can be done to prevent the disparity of educational attainment among African American males and white males.
In 1858, James Henry Hammond, one of south carolina’s elites made a public statement in a speech that became well known. He said “In all societies, there must be a class to do the menial duties, to perform the drudgery of life. With fewer skills and a “low order of intellect” the laboring class formed the base of the civilized nations. Every advanced society had to exploit its petty laborers; the working poor who wallowed in the mud allowed for a superior class to emerge on top. This recognized elite, the creme de la creme was the true society and the source of all “civilization, progress and refinement” [Isenberg[7]]. The elite were those who wanted all the power; and felt the need to have everyone work under them. They feel superior and have this mentality that the economy
Jackson, B and Marsden, D (1966) Education and the working classes. London: Routledge and Kegan Paul plc.
Separate, but equal sounded like a good compromise when it was created in the 1800’s. The idea was created by the Massachusetts Supreme Court in the case of Roberts v City of Boston. Although separate, but equal was also a topic of education, it was a big issue in the transportation field. The U.S. Supreme Court determined that as long as railroad cars were equal, they were allowed to be segregated (Separate, n.d.). This court ruling created a nationwide separation of blacks and whites. There had to be separate facilities for each group of people. This applied to transportation, bathrooms, and even schools. The Supreme Court’s ruling was later overruled when it ruled on the case of Brown v The Board of Education of Topeka. In this case, the
As we worked on our Rube Goldberg Machine, we uncovered the physics that was taking place. Many aspects of physics come into play when building and testing a Rube Goldberg Machine. Some examples are Newton’s three laws, collisions, conservation of momentum, efficiencies, forces, energy, work, simple machines, and projectiles.
The American educator Horace Mann once said: "As an apple is not in any proper sense an apple until it is ripe, so a human being is not in any proper sense a human being until he is educated." Education is the process through which people endeavor to pass along to their children their hard-won wisdom and their aspirations for a better world. This process begins shortly after birth, as parents seek to train the infant to behave as their culture demands. They soon, for instance, teach the child how to turn babbling sounds into language and, through example and precept, they try to instill in the child the attitudes, values, skills, and knowledge that will govern their offspring's behavior throughout later life. Schooling, or formal education, consists of experiences that are deliberately planned and utilized to help young people learn what adults consider important for them to know and to help teach them how they should respond to choices. This education has been influenced by three important parts of modern American society: wisdom of the heart, egalitarianism, and practicality... the greatest of these, practicality. In the absence of written records, no one can be sure what education man first provided for his children. Most anthropologists believe, though, that the educational practices of prehistoric times were probably like those of primitive tribes in the 20th century, such as the Australian aborigines and the Aleuts. Formal instruction was probably given just before the child's initiation into adulthood -- the puberty rite -- and involved tribal customs and beliefs too complicated to be learned by direct experience. Children learned most of the skills, duties, customs, and beliefs of the tribe through an informal apprenticeship -- by taking part in such adult activities as hunting, fishing, farming, toolmaking, and cooking. In such simple tribal societies, school was not a special place... it was life itself. However, the educational process has changed over the decades, and it now vaguely represents what it was in ancient times, or even in early American society. While the schools that the colonists established in the 17th century in the New England, Southern, and Middle colonies differed from one another, each reflected a concept of schooling that had been left behind in Europe. Most poor children learned through apprenticeship and had no formal schooling at all. Those who did go to elementary school were taught reading, writing, arithmetic, and religion.