...Correlation between Social Class & Education Today, criticism exists between the correlation between social class division and linguistics which suggest to a reflection of United States’ educational system. Presently in the U.S. the controversy lies between society, where a fine line that divides and correlates education and social class. Samuel Bowles and Herbert Gintis, a group of scholar researchers, concluded in their article Bowles and Gintis on Schooling in the United States that being born into a specific social class could potentially determine the future of a person’s academic potential, life goal achievements, and more specifically their respective social class. In my opinion, however, education and linguistics do not adhere to predictive social classes. Education and more specifically linguistics are being suggested as an inferiority of our school system. What is known as Ebonics or AAE (African American English) is widely used though out the modern United States; not only AAE is used today but other forms of slang like those used in Facebook, Twitter, Tumblr, and other social media. Geneva Smitherman and others also suggest certain dialects such as AAE do not reflect nor lack control over education, but it is rather an enriched language of diverse cultures. Moreover Bowles and Gintis argue that students’ “lack of control over his or her education” reflect their respective social class. According to Basil Bernstein, another scholarly source, education is closely related...
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...How does social class affect education? Education is available to all people from different social class background, but not everyone is able to accomplish high level of education. The level of education an individual acquires is based on an individual’s position in the social class hierarchy. Depending on which social class a person falls in affects person’s education level and quality of education. An individual from higher social class spectrum will be more likely to have a better education than an individual from lower social class spectrum. A person’s home background, resources available, and access to take advantage of opportunities tells whether or not a person is capable of getting good education. An individual that has ability to...
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...view i will be refering to "Social Class and the Hidden Curriculum of Work". Before reading Anyons essay i noticed the difference of teaching and learning of the different social classes. After graduating from middle school and starting high school i was exposed to many of the different social classes and the difference of the teachings. Its amazing how obvious it is that schools are placed in different social groups based on family income or different areas, and how the students are suffering from it. I've observed that in lower class schools, or schools that are filled with majority of children of parent s with blue- collar jobs are usually the students who are offered poorer education from the available teachers. Anyon states "The teachers rarely explain the work that is being assigned, how it might connect to other assignments, or wht the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance". When a student moves on to the next level of education this is clearly shown in their performance. It only damages the cilds potential because they are affected by the ineffective communication from the teachers, which develops a slower learning process. The children only have one objective in mind, which is completing the assignment. With little to no explanation behind it, its more likely that they will not find the proer answer nor will they know how it shall be corrected. What I reviewed from the middle class schools that ate a mied population...
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...Education and differences in educational achievement- past questions and mark schemes (CLASS, GENDER and ETHNICITY) January 2006 (a) Explain what is meant by cultural capital. (Item 1A, line 8). (2 marks) Two marks for an appropriate explanation or definition, such as the values, knowledge, attitudes, skills, tastes etc. possessed by the upper/middle class, or the values, knowledge etc. that give one class an educational advantage. (c) Identify three features of the restricted speech code (Item 1A, lines 10-11). (6 marks) Two marks for each of three appropriate features identified, such as: • used by the working class; • short/incomplete sentences; • often reduced to gestures; • context-bound/particularistic meanings/speaker assumes audience shares same frame of reference; • not used in education; • a product of repetitive, unskilled work; • a product of positional/rigid family structures. (e) Examine the reasons why females now tend to achieve more than males in the education system. (20 marks) Candidates will consider a range of reasons, such as the impact of feminism, equal opportunities policies, role models, changes in the family and work, changes in the curriculum and assessment, changes in girls aspirations, teacher attention and classroom interaction, selection, league tables etc. Concepts and issues such as meritocracy, patriarchy, pupil subcultures, labelling, de-industrialisation, marketisation, the hidden curriculum...
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...Pearce, Down and Moore (2008) argue that in a postmodern world, concept of the social class has become ever more complex and inconsistent. For this reason, has been a swing away from using class as a theoretical framework among researchers. However, in American higher education system we still witness a hidden influence of social class, specifically among elite universities. According to Martin (2012), students from well-off and well-connected families have advantage during the admissions process at highly selective colleges and universities. Despite all this, there are community colleges and many other universities for many reasons such as financial needs, have more open doors for students from diverse socioeconomic and cultural families....
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...Social Class in Modern British Education For this assignment I have been asked to write about a current issue in Further\Higher Education. I have chosen to discuss some of the issues of social class as they relate to education policy in modern Britain. Following the right to vote, the right to education is a freedom which people throughout history and around the world have struggled to achieve. “There is a sense in which social class has been at the core of British sociology of education throughout the existence of the field, even when it has not been high on education policy agendas.” (Whitty, 2001, p.287) While issues and effects of social class exist in all countries, the English experience is particularly problematic. (Goldthorpe, 1996) In the United Kingdom at the turn of the 19th century a university education was a privilege enjoyed by the sons of the wealthy and influential. Although members of the social elite “passed through the universities, they rarely completed their degrees. The subsidiary mission of the pre-industrial universities was to complete the socialisation of future elites, social and political”. (Scott, 1995, p.12) The last two decades have witnessed a considerable amount of rhetoric with regard to improving this situation; with access and inclusion being the keystones of nearly every government policy issued. New Labour went so far as to announce in its election manifesto an explicit aim of increasing participation in higher education to 50 per cent...
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...SME 3023 : TRENDS AND ISSUES IN EDUCATION FOR MATHEMATICAL SCIENCES TAJUK : PERBEZAAN PENCAPAIAN PELAJAR NAMA PENSYARAH : PROF. DR. MARZITA PUTEH DISEDIAKAN OLEH : Nama Ayuni Amalina bt Mukhtar Azrina Rafiq bt Mohd Adikan Wan Masturah bt Wan Mad Mohtar Nur Ain bt Ahmad Fikri Nasirah bt Che Daud No matrik D20081032369 D20081033205 D20081032356 D20081032311 D20081032296 1.0 Pendahuluan Perbezaan pencapaian Matematik seringkali mendapat perhatian masyarakat dalam dunia pendidikan. Menurut Kamus Dewan Edisi ke-4, perbezaan bermaksud beza, kelainan dan ketidaksamaan. Pencapaian pula bermaksud apa yang telah dicapai, dihasilkan atau diperoleh serta prestasi. Perkataan Matematik pula bermaksud ilmu pengetahuan mengenai nombor, bentuk, susunan, hubungan dan lain-lain dengan menggunakan simbol. Justeru, dapat dirumuskan di sini bahawa perbezaan pencapaian dalam pendidikan Matematik ialah ketidaksamaan dalam prestasi serta pengetahuan mengenai ilmu kira-kira. Menurut John Dewey (1977), pendidikan merupakan satu proses pertumbuhan atau perkembangan yang merupakan daya usaha mengatur pengetahuan yang sedia ada pada seseorang individu. Matematik merupakan ilmu Hisab moden dan antara subjek penting dalam sistem pendidikan di Malaysia. Subjek ini diajar bermula peringkat awal persekolahan iaitu daripada tadika, seterusnya ke peringkat sekolah rendah, sekolah menengah dan terus ke peringkat tinggi. Di bawah perlaksanaan Kurikulum Bersepadu Sekolah Rendah (KBSR) dan Kurikulum Bersepadu...
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...Race/Ethnicity Institutional vs. Blatant Racism and Education and Race vs. Social Class Race has been a serious concern in the United States. More specifically, people have been treated differently according to their race. Different races have also had different levels of academic and professional success. Despite being illegal for several decades, segregation is still existent in many public schools in the United States. However, it has become institutionalized; it is hidden deep inside society. Many Black Americans live in poor communities. Therefore, they attend poorly equipped and worn out schools. Without the necessary materials and environment needed to learn, they lose interest in school. Consequently, many of these students drop out of school before graduation. In turn, their potential to achieve higher education and economic status severely diminishes. As discussed in class, prejudice and discrimination are closely related. Prejudice is the thought one has towards another group while discrimination is the action performed towards another group. Prejudice often leads to discrimination. Derogatory terms towards other races or ethnicites have been the cause for genocides, population transfer, and segregation (Witt 2010:302) Discrimination is a great obstacle for Black Americans who seek to achieve a higher economic status. More specifically, racial profiling has been an impediment towards Black American employment. Better known as the glass ceiling, this has caused...
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...Causing Social Class Differences in Education Achievement. working-class students have usually underachieved in school, in contrast to middle-class students, this is due to external and internal factors. External cultural factors are claimed to be a key cause of social class differences in educational achievement according to various sociologist. These factors consist of Cultural deprivation, cultural capital and material deprivation. working class students' backgrounds are often linked with poverty more than any other class, this explains to material deprivation which these pupils are going through, as the students cannot afford money to buy all the equipment that they need for education, tanner et al found that the cost of items such as transport, uniform, books, coputer, calculater and sports equipment places a very heavy burden on poorer families . To support this claim sociologist Flaherty also states that having money problems in the family were a significant factor in younger children’s low attendance at school, which links to under achievements at school. The idea that children from working class backgrounds is also supported by sociologist Howard. Her claim is that children from poorer homes tend to have lower intakes of energy, vitamins and minerals. This will ten result in absences from school which is proven to have a big impact on education achievement. In addition to this Wilkinson has studied a series of ten year olds, the lower the social background...
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...that are in a working-class have the tendency to underachieve in school, in contrast to those students that are middle-class, this is due to external and internal factors. External cultural factors are claimed to be a key cause of social class differences in educational achievement according to various sociologist. These factors consist of Cultural deprivation, cultural capital and material deprivation. Students from working class backgrounds often experience economic problems (poverty) more so than any other class; this is linked to material deprivation which these pupils are exposed to throughout their time. Being in poverty could entail the students not having enough money to buy all the essential equipment that they will need for educational attainment, supported by sociologist - Bull. This is closely linked to educational under achievement for example in 2006 33% of children on pupil premium (free school meals) achieved 5 A* to C grades in comparison to 61% not on pupil premium. However, statistics cannot prove that material deprivation is the cause of under achievement as the government doesn’t always collect statistics that is supporting the claim 100%, therefore the claim cannot generalise. To support this claim sociologist Flaherty also states that having money problems in the family were a significant factor in younger children’s low attendance at school, which links to under achievements at school. The idea that children from working class backgrounds is also...
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...function of the education system is to reproduce and legitimise social inequalities. Functionalist writers such as Parsons have suggested that social inequality in contemporary societies is based on the principal of meritocracy and equality of opportunity. In meritocracy, social inequality is based on the different abilities, talents and skills individuals have. For most people today, their abilities and talents are demonstrated by their educational qualifications, and everyone should have an equal opportunity to develop and achieve these educational qualifications, regardless of their social class background, ethnicity or disability. However, there is significant evidence that Britain is not meritocratic, and the link between educational qualifications and pay levels is relatively weak. Most sociologists argue that not everyone has the same chance of developing their talents and skills, and that there opportunity in education. Marxists adopt the idea that education serves the needs of the economic foundation of society, along with other principles such as family, mass media, religion and politics. They also believe that the education system does not maintain and reproduce existing social class, ethnic and gender inequalities from one generation to the next. The evidence for this lack of equality of opportunity in education is that, even for students of the same ability, there are wide differences in educational achievement which are closely linked to the social class origins of...
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...Me like I’m Rich Are children really getting the same education as other students of different social classes? The curriculum is the same, but it’s not the same education, it is taught differently depending on the schools overall social class. The “hidden curriculum” depicted by Anyon’s title is students learning things they would need to know for the jobs along their economic class. The Curriculum of the social classes in the schools is less defined as it rises in the social food chain. The curriculum of liberal education that Delbanco wants back in colleges is similar to that of schools with that of the higher social classes Anyon describes. The only way liberal and economical agendas can co-exist is if all these social classes were viewed the same and treated equal; using a little bit of each social class to make an all-across fair education. Education shouldn’t be used to train children into jobs of their social class, but be taught to make something of themselves; they should be given the same education as any other schools economic. Education is and should be used as a tool to open the minds of the children so as they go through the different grades they can be open to the different opportunities they can have in their adult lives. The different social classes broken down by Anyon are: the working class schools, middle class school, affluent professional school, and the executive elite school. In the working class schools “the procedure is usually mechanical, involving...
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...Acknowledgements SFEU (Scottish Further Education Unit) gratefully acknowledges the contribution made to this publication by Learning and Teaching Scotland who have granted permission to use material previously produced by Higher Still Development Unit. SFEU also thanks SQA for permission to reproduce parts of the Arrangement documents. Copyright statement Documents on NQ Online can be downloaded free. However, where the publications are the copyright of Learning and Teaching Scotland, educational establishments in Scotland may reproduce them in whole or in part provided that the source is acknowledged and that no profit accrues at any stage. Other users of these publications should contact Learning and Teaching Scotland before reproducing any of them. Please note all rights held by the former Higher Still Development Unit continue to be held by Learning and Teaching Scotland. Contents Statement of Standards 3 Guide to Learning and Teaching Pack 7 Introduction to the Unit and Learning and Teaching Approaches 8 Class stratification 9 Recommended reading and recommended websites for class stratification 10 Introduction to social stratification 11 Class stratification 15 Functionalist theory of class stratification 24 Summary of functionalism 29 Marxist theory of class stratification ...
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...FUNCTIONALIST THEORY A consensus theory. Society has basic needs, including the need for social order. School is fair to all, and helps encourage positive social solidarity, and socialises students effectively. DURKHEIM * Durkheim saw education as the transmission of society’s norms from one generation to the other. This is vital to produce social solidarity. * The school is a miniature society, where students are trained to interact with other students much like they are trained to interact with other members of society. * He argues that individuals must be taught specialist skills in order to obtain a job in a highly complex division of labour in which people must cooperate. CRITICISMS * Marxists argue that educational institutes teach the dominant culture of the ruling class. * Studies by Willis and Hargreaves, for example, show that the transmission of norms is not always successful. Some students form anti-school subcultures, such as Wills’ Lads. PARSONS * Through the process of socialisation, education is used as a bridge between the family and society. * In the family, children are judged according to particularistic standards. Their status is ascribed. In society, the individual is judged according to equal standards. Status is achieved through merit. * Education eases these transitions. Exams judge based on merit, and rules such as wearing uniform makes all students equal. * Schools transmit two basic values: ...
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...4) Education is an aspect of socialisation which involves the acquisition of knowledge and learning of skills. It shapes our beliefs and moral values through a systematic formal transmission. Education is said to be an integral function of society, as it provides a contributory characteristic which helps to maintain and adapt society and it’s values Before the 1960’s, education was taught through a system known as the ‘Tripartite’ system. This involved all children at the age of eleven undertaking an exam in order to ascertain individual ability in order to separate the children into streams of ability and assign them to what was believed to be the most appropriate school. Those demonstrating exceptional ability went to Grammar schools, which were designed to prepare them for professional occupations. Those of lesser ability moved to Secondary modern schools which focused on providing pupils with the skills necessary to prepare the students for more manual and unqualified jobs. A third sector was introduced called a Technical college. This was primarily based on teaching the children purely manual skills which in turn would be used for manual labour. This system frequently served to reinforce social inequality because it was largely middle class children who went to Grammar school, while the working classes were frequently restricted to either Secondary Modern’s or technical schools. The difference being that middle class families provided their children with advantageous primary...
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