...“School class differences in educational achievement are the results of factors within home” only? Differences in educational achievement can be assessed through three forms of stratification; social class, ethnicity and gender. Moreover, the main factor s which spill light on the matter are both the home and school factors. For instance, the picture of academic achievement by social class is consistent. The survey of Halsey, Heath and Ridge (1980) showed that boys from the service class (top strata) had 40 times more chance of attending a public than a boy from the working class. Even after the abolition of the tripartite system, with 1944 Act, the chance of a working class boy to rise through academic ranks, is four time less than a service class boy of still being in school at the age of 16 , eight times less at 17, ten times less at 18 and eleven times less at university while the above is a general review of the relation between class and educational achievement, it is essential to isolate the two distinct contribute factors: home factor and school factor a concrete discussion. Primarily, let’s take into consideration the home factors; subdivided in material factors and cultural factors. J.W.B Douglas (1964) carried out a survey of over 5,000 children born in 1946.He found out that on overall, children from the working class are less performing in ability test. According to him, the home background, parent attitudes, parents’ hours of work and mostly parental interest...
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...suggested many different reasons for the class base differences in education achievement. Studies have shown that there is a 45% gap between classes in A* - C GCSE outcomes. It is suggested that the diversity in educational success between different classes are due to inside factors. These are factors within schools and the education system that could cause these differences. One internal factor is labelling. To label someone is to attach a meaning or definition to them, which is done in schools between the different classes – especially by teachers as they usually label working class as negative because of their look, speech code (restricted) and attitude to learning. Becker’s study in 1971 is a prime example of labelling as he studied 60 high school teachers reporting that teachers’ ‘ideal’ pupil most closely fitted the characteristics of the middle class students. Labelling done by teachers can influence a student’s level of confidence and self-esteem, therefore making them feel like they may as well not try and not achieve well in school. However, Fuller’s researcher found that some students fight back against their negative labels and achieve more than expected. The self-fulfilling prophecy is another internal factor that can be linked to social class differences in achievement. A self-fulfilling prophecy is a prediction that comes true simply by virtue of it being made and some sociologists argue that labelling can affect pupil’s achievement by creating a self-fulfilling prophecy...
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...Assess the view that social class differences in educational achievement are the result of internal processes such as labelling. Many sociologists would agree school processes such as labelling have an effect on a child’s educational achievement. However there are many other school processes that cause underachievement. To label someone is to attach a meaning or definition to them. For example, teachers may label a student as smart, thick, hardworking or troublemaker. Studies have shown that teachers often attach such labels regardless of the pupil’s actual ability or attitude. Instead they label pupils on the basis of stereotyped assumptions about their class background. Becker carried out an important study of labelling. He carried out interviews with 60 Chicago high school teachers. His findings were that they judged pupils according to how closely they fitted an image of the ‘ideal pupil’. Pupils work, conduct and appearance were key factors influencing teacher’s judgments. Middle class children were seen as the closest to ideal by teachers however lower working class children were seen as furthest away from it because they regarded them as badly behaved. Cicourel and Kitsuse’s study of educational councilors in an American high school shows how such labelling can disadvantage working class students. Cicourel and Kitsuse found inconsistencies in the way the councilors assessed students’ suitability for courses. Although they claimed to judge students according...
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...socialised properly then this will negatively impact their educational achievement. Labelling is also another factor that can cause social class differences in the education system. To label someone is to attach a name to someone. Interactionist Howard Becker would argue that teachers would often label students on stereotyped assumptions based on their class. Therefore working class pupils would often be labelled negatively while middle class children were labelled positively. Becker would argue that when children are labelled, a self fulfilling prophecy will occur which is an explanation of why working class students can sometimes not achieve much as they live up to their negative labels. Pupil subcultures could also be another factor which impacts on social class differences in education achievement. Lacey would argue that pro-school sub cultures would usually be common for middle class students as they enjoyed and tended to be committed to school. However the anti-school subculture was usually found with working pupils who rejected schools and turned to other things. Paul Willis would argue in favour of this as he would say working class lads were in the anti-school subculture as they knew that the education would fail them, so they showed signs of fatalism and accepted that they would never be successful, especially from the education system. Barry sugarman would further argue that these working class lads would then want immediate gratification, so they looked for jobs...
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...Assess the view that social class differences in educational achievement are the results of school processes such as labelling (20) James Palman School processes such as labelling and streaming are examples of factors which can effect students achievement. This can be linked to the difference in social classes of students which will have an adverse effect on their achievement, partly due to different school processes which can put certain students at a disadvantage. Labelling is attaching a meaning or definition to a specific person or group. Teachers can label students negatively due to their social class. If the student is labelled in a negative manor such as being a trouble maker or thick the student can react to this label. Consequently a self-fulfilling prophesy can occur, this is when a student takes the label they are given and continue to show this characteristic. For example is a student is labelled as a trouble maker then the student can start to believe that they actually are a trouble maker and therefore continue to act in this manner. Howard Becker carried out an interactionist study of labelling. He found that from the 60 teachers he asked most of them judged pupils on how closely they fitted an image of the ‘ideal pupil’. The students work, conduct and appearance all effected this judgement, the teachers saw students from middle class backgrounds as the closest to the ‘ideal pupils’. Cicourel and Kitsuse studies educational counsellors in America and found that...
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...In school factors can have a big impact on the social class differences in education achievement. However, it isn’t the only factor. In school factors include labelling; this is done by both students and teachers. Pupils will be labelled based on social class; a working class child is more likely to be labelled as ‘stupid’, and other degrading names. This labelling can lead to the self-fulfilling prophecy; this disadvantages them because the teacher is favouring other students. However, teachers are more likely to label a middle class child as smart, intelligent etc. Which makes them feel good and they achieve. This puts them at a starting advantage over their working class peers. Marxists would say this is creating inequality, and reproducing the ruling class ideology as they are above working class from an early age. Class size is also an in school factor; a small class means more one to one time with a teacher. Only middle class can afford public schools, and therefore have smaller class sizes and therefore are more likely to achieve more due to more time with the teacher. A middle class child is more likely to be placed in a higher set, as Bowles and Gintis says. This means they are more likely to be taught to a higher grade, which means they will perform better in the exam as they will be prepared for the exam. Some people may also argue that public schools have better teacher standards, only middle class can afford the public schools, which means they get this higher teaching...
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...Asses the Importance of Cultural Factors in 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...
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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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...Over the board, middle class students generally do better than working class students in educational achievement. Some sociologists argue that this is due to three key factors. Labelling, subcultures and marketisation. This focuses on things that occur internally. One of these key factors is labelling. To label someone is to attach a meaning or definition to someone. An example of this would be that teachers often apply labels to students on the basis of their behaviour or appearance. Becker found some evidence behind this after he did some research on high school teachers. He found they would label students according to how closely they fitted the image of the, “ideal pupil.” Pupils work conduct and appearance were the key factors in influencing their judgement. Cicourel and Kitsuse also found some evidence when studying counsellors. They found inconsistencies in the way in which students suitability for courses were assessed. The councellors said they judged students according to their ability. In practise however they judged them on the basis of social class or race. Middle class students were more likely to be placed on higher level courses and seen as suitable college material. Following on from this labelling theory, Rist did some research and found that teachers used a range of methods to place students in separate groups and this had implications in terms of access to knowledge and achievement. Each pupil was streamed into a different group. Streaming is when a...
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...In school factors can have a big impact on the social class differences in education achievement. However, it isn’t the only factor. In school factors include labelling; this is done by both students and teachers. Pupils will be labelled based on social class; a working class child is more likely to be labelled as ‘stupid’, and other degrading names. This labelling can lead to the self-fulfilling prophecy; this disadvantages them because the teacher is favouring other students. However, teachers are more likely to label a middle class child as smart, intelligent etc. Which makes them feel good and they achieve. This puts them at a starting advantage over their working class peers. Marxists would say this is creating inequality, and reproducing the ruling class ideology as they are above working class from an early age. Class size is also an in school factor; a small class means more one to one time with a teacher. Only middle class can afford public schools, and therefore have smaller class sizes and therefore are more likely to achieve more due to more time with the teacher. A middle class child is more likely to be placed in a higher set, as Bowles and Gintis says. This means they are more likely to be taught to a higher grade, which means they will perform better in the exam as they will be prepared for the exam. Some people may also argue that public schools have better teacher standards, only middle class can afford the public schools, which means they get this higher teaching...
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...view that differences in educational achievement between social classes are the result of factors and processes within the school. Within school there are educational differences within achievement between social classes. Generally the middle class on the whole tend to do better and outperform the working class. Some of the reasons why are put forward by interactionists sociologists who believe that the difference is “a result of factors and processes within the school” which are internal factors which cause this difference in achievement between social classes. Interactionists look at processes in the school on a small scale interaction to try and figure out why there is a difference. However there are other views such as external factors which suggest it is factors outside the school which lead to differences in educational achievement between social classes. One internal factor which can be seen as partly responsible for differences in educational achievement between social classes is labelling. Labelling refers to the process of defining a person or group in a certain way. Labelling by teachers can contribute to differences in educational achievement. For example a study by Howard Becker discovered how teachers judged pupils according to how closely they fitted the image of the “ideal pupil” and based their judgement on many key factors such as work, conduct and appearance. The teachers saw the middle class as the closest to the ideal pupil and the working class as the furthest...
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...Girls achievements have improved over the years due to the external and internal factors of gender differences within achievement. Statistics show that since 1985 boys' and girls' achievements in school have both improved drastically in the percentage of pupils achieving 5 or more A*'s to C at GCSE level. However, although both have improved it shows that there has been a rapid increase in the improvement of girls results and a significant gap has opened up. These achievements can depend on a number of gender differences, as well as explanations about their class and ethnic differences, it can be known as external factors - factors outside of school and education, such as society and a pupils family background, but aswell as external, there are also internal factors - factors which happen within school and the education system.Girls achievements have improved over the years due to the external and internal factors of gender differences within achievement. Statistics show that since 1985 boys' and girls' achievements in school have both improved drastically in the percentage of pupils achieving 5 or more A*'s to C at GCSE level. However, although both have improved it shows that there has been a rapid increase in the improvement of girls results and a significant gap has opened up. These achievements can depend on a number of gender differences, as well as explanations about their class and ethnic differences, it can be known as external factors - factors outside of school and...
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...educational achievement amongst the different social class groups. (12 marks) Despite brilliant improvements within the educational system and level of the nation as a whole, social class differences still continue to exist, as middle class pupils tend to achieve higher academically than working class pupils. This is due to many external factors (these are factors outside of the educational system, e.g. influences from home and the family background as well as cultural deprivation etc) but also internal factors (these are factors within schools and the educational systems, such as the relationship between teachers and pupils). In this essay I intend to explain the ways in which material deprivation can affect the educational achievement between different social classes. Material deprivation, an external factor refers to poverty and a lack of resources to succeed in education, such as; books, internet and adequate housing etc. It is the working class families who have a low income and inadequate housing that affects how a child does in their education. There are 3 features within material deprivation; 1) housing- working class families are more likely to live in poor housing with overcrowding, which means a lack of personal space that can lead to illnesses to spread within the house quicker meaning children are ill more often and taking time off school, resulting in underachievement. 2) Diet and health- compared to middle class families, the working class families tend...
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...Using material from Item A and elsewhere, assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social classes: There are many internal factors which affect the educational achievement of children within a school. Internal factor are factors inside the education system which explain class differences in achievement, such as poor teaching, type of school and how students are treated. Labelling plays an important role in different achievement between classes. To label someone is to attach a meaning or definition to someone, these could be positive or negative. As it says in Item A positive or negative labelling of pupils by teachers can have important effects on performance. Studies have shown that teachers often attach labels regardless of the pupil’s actual ability or attitude. Instead, they labelled the pupils on the basis of stereotyped assumptions about their class background, labelling working- class children negatively and middle- class children positively. A self- fulfilling prophecy is a prediction that comes true simply by the virtue of having being made. Interactionists argue that labelling can affect pupils’ achievement by creating a self- fulfilling prophecy. For example a teacher labels a pupil and on the basic of this label makes predictions about him. The teacher treats the pupil accordingly, acting as if the prediction they made is already true. The pupils then internalises...
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...| Impact of Gender On Academic Achievement In Science And Social Science At Secondary Level | | | PRINCE PARMAR | B-18 BUDH NAGAR INDERPURI NEW DELHI - 110012 | MOB.NO. – 9868955054 EMAIL-ID –princeparmar815@gmail.com | Impact of Gender on Academic Achievement in Science and Social Science at Secondary Level *PRINCE PARMAR Abstract Academic achievement depends upon several factors.the present study focuses on gender differences in academic achievement.The aim of the study is to compare the achievement of boys and girls in science and social science at the secondary level.The sample comprises 400 students (200 boys and 200 girls) from the affiliated of C.B.S.E., Delhi. The data was collected using two self developed achievement test. The collected data was analysed with help of statistical technique like Mean, SD,”t” value. The findings show that there is significant difference in achievement of boys and girls at the secondary level. Introduction The future of the country rests on the shoulder of its children.These children would one day pave the path of progress and lift the country to the heights of development.Education is going to play a key role to turn these children into strong pillars. Education aims at making us civilised...
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