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Inequality in education
Roles of a hidden curriculum
Roles of a hidden curriculum
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Hidden Curriculum and Processes Within Schools Produce Inequalities Between Children of Different Social Classes
Through many different researches, it has been shown that working
class students are underachieving compared to that of their middle
class peers. Middle class pupils are obtaining better grades, and more
of them are staying on in education past the compulsory age. The
difference that is noticeable is that they are from different social
class backgrounds, and therefore they are socialised differently. In
order to find out more about this, we need to discuss the reasons for
differences between the ways in which the different social classes are
taught in schools.
The hidden curriculum could be defined as the values that are taught
through the attitudes and ideas of the teachers and other students.
Often, teachers have a subconscious concept about children from
different social backgrounds. This can affect the ways in which the
pupils are taught, and their thoughts and motivations about schooling.
Douglas carried out research in 1962, and he came to a conclusion that
parental interest was one main factor in the educational attainment of
children. He said that if parents were interested in their child's
schooling, the child would be encouraged to achieve higher. It was
shown; by a process of counting the number of times the parents visit
the school to discuss their child's progress, that middle class
parents had greater interest in their children's education than
working class parents. Middle class parents encouraged their children
to work hard and stay on at Post-16. They taught their children things
from a very young age, ...
... middle of paper ...
...here is no need to stay on. There is no point in
staying on if the jobs they will acquire don't involve any upgrades.
There are many reasons for the difference in educational attainment
between middle class and working class students. The hidden curriculum
and other processes within schools do contribute to this. In
particular, teachers' attitudes and the system of streaming are
probably the main school points that significantly make a difference
in social class education. However, it is unfair to just limit the
reasons to school factors. To make a reasonable conclusion, other
factors need to be considered. Some examples are home and living
conditions, and the cultures that the student is brought up with.
These other aspects also play a part in the difference between the two
social classes, and their education.
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.
In this detailed and shocking book, Jonathan Kozol describes the horrific and unjust conditions in which many children in today’s society are forced to get their education. Kozol discusses three major reasons for the discrepancies in America’s schools today: disparities of property taxes, racism, and the conflict between state and local control. The first of these reasons is that of the differences of available property tax revenues. Kozol discusses the inconsistencies in property tax revenues and the problem that the poorer districts aren’t getting the same opportunities for education as the more affluent neighborhoods. He says the reason for this is that the poorer districts don’t receive as much money as the affluent districts because their property isn’t worth as much, therefore they get less money in return. Therefore, if they demand more money for the school systems, they end up taxing themselves more money. Kozol uses shocking statistics to get the reader’s attention. For instance, a classroom in Chicago “received approximately $90,000 less each year than would have been spent on them if they were pupils of a school such as New Trier High” (54). Kozol also discusses a solution for this problem, the Foundation Program, which is meant to set a standard of basic or minimum education for the less fortunate neighborhoods. Although this program seems to work on the surface, it makes a bigger gap between the rich and poor districts.
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
The work children are given in school is mostly based on the social class that the
What does inequality mean? Inequality is defined as not being treated equally or treated unfairly compared to another. I believe that we all experience inequality at some point in our lives. Inequality can happen because of a person 's gender, religious beliefs, culture, race, and even political views. The article written by Jonathan Kozol 's talks about inequality in American schools. He believes that many schools in America are "still separated and still unequal" when it comes to race. In the article Kozol 's provides you with facts and percentages of schools who face inequality in American education. Kozol also believes that the Blacks and the Hispanics are the only ones who suffer the most from inequality in American schools. While Kozol
In 2001 George W. Bush signed the No Child Left Behind Act and the act took effect in 2002. The United States, and President Bush, thought that the act would aid immigrant students and American students in education from the time they entered elementary throughout adulthood. The NCLB does just the opposite for most immigrated students and native students. Although the act was a good idea at the time in 2001, the lasting effects on students with their education now are appalling because of all the negative feedback that the act provides for most school districts because all the students’ different learning abilities show lower test scores in standardized testing. The No Child Left Behind Act (NCLB) was passed in 2001 for aiding the development of education from 2001-2014 by creating standardized testing in hopes of creating more intelligent children, but there are more children left behind now, supporting the opinion that the act fails.
In order to establish a PHILOSOPHY ON TEACHING, a sequence of events happen in history to open a doorway to “Society about Education and Schooling”, as the description of Public Education Goals for Our Educational System came from the ideas of two famous men, Horace Mann and Thomas Jefferson.
Being in the upper class does not qualified them as people who are most educated. They often have an attitude of being better than others and this carries over into their family relationships. Being in the higher class in America have nothing to do about your education. A percentage of the higher class might be educated because they have enough money to afford college and help their kids reach a better education but in my opinion most kids who grow up wealthy do not really take the time to get an education because they do not see the point of going to school and reach an higher education since they do not really looking for any pay job because they already the amount of money that they need. While the other half might seem the necessity of going to college not for the higher pay but more because they want to better educate
In today’s society people are viewed as being in different classes depending on how much money they bring in. The categorization of people is known as classism. Classism is simply the prejudice or in favor of people belonging to a particular social class. Classism is known as one of the largest social problems plaguing the world today. Classes are formed according to how the rules of the following institutions; government regulations and economic status. It is held in place by a system of beliefs and cultural attitudes that ranks people according to their; economic status, family lineage, job status, and level of education. There are three major classifications to which people are titled. They include upper or high class which includes the people with the most money. The middle class who includes the people that brings home the average income. Finally, the class titled the lower class that includes the people who have only one income coming in or none at all (“What Is Classism.”). In the classrooms these classes still remain and the students within each class have different ways in which they learn, and view schooling. We as educators have to look passed their ways and address each class the same.
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. Some of these restricting factors are their knowledge of the system and economic status or wealth; they may not have the facilities for tra...
Education has been provided for all students in the United States. As we see educational opportunity in the United States has been determined by one 's socioeconomic status. Although all students have the opportunity to receive an education, it is not equally given to students because of their socioeconomic status. Students in the lower class are given less educational opportunity then the higher class. The higher class goes above and beyond to encourage students to pursue an education. While students in the lower class are not as encouraged as the higher class education.
The Relationship Between Social Class and Educational Achievement Many sociologists have tried to explore the link between social class and educational achievement, measuring the effects of one element upon the other. In order to maintain a definite correlation between the two, there are a number of views, explanations, social statistics and perspectives which must be taken into account. The initial idea would be to define the key terms which are associated with how "social class" affects "educational achievement." "Social class" is the identity of people, according to the work they do and the community in which they live in. "Educational achievement" is the tendency for some groups to do better or worse in terms of educational success.
Many people believe that “having an economy that places a greater value on skills and education is a good thing” and that is the thing that is needed to improve people’s lives and futures (Baicker, Lazear). If what our economy is trying to do a good thing they why are so many students still suffering? The main issues are the low-income education that many students have. Many schools are getting money from the government but that is not enough to pay for everything students need. Educational standards have continued to increase throughout the years but that does not help the students who are unable to pay for the better education. These students who cannot pay for the better education are stuck barely getting by with a low education. A low-education can affect many areas of regular schooling. The students who are at low-income schools do not know what type of disadvantage they have compared to other students across the country. These students believe that they are getting the best education, but there are many students who are getting a better education at a school that has the funds to pay for everything their students need. Low-income students are suffering due to the environment they are in at school and they continue to suffer throughout their life due to it. These students will continue to suffer unless something is done about the low-income schools and improve them for the future. Improvement has to come from all areas, not just one aspect of schooling but from all aspects. Although education has improved along with technology many low-income students still suffer from the vast inequalities. These inequalities will take many years to find a way to fix and even more years to actually fix, until this happens the students will...
When a lower tracked student is placed in the low-ability class, the placement can destroy a child’s confidence as well as promote inequality (Enns 2015). As the lower tracked education quality is much lower than a higher tracked classroom, there is a disadvantage for students who actually want to learn. There is not much encouragement for the lower-ability students because expectations are significantly reduced (Enns 2015). Despite being in a high-ability class, a child may feel pressure because he or she has to compete with other kids with the same intellect. When a child feels the need to compete, it could harm his or hers confidence level as well (Holloway 2003). A homogenous approach creates inequality within society because tracking is based off on an individual’s social background. Therefore, tracking will create a divide between the minority and majority groups. The majority dominant class has the upper-class advantage meaning that their children are most likely to be in the high intelligent class due to the extracurricular within their lives. While the minority is placed in the lower tracked class, they are given the lower quality education that they do not deserve (Enns 2015). Nevertheless, according to Paton (2012), the mixed approach was thought to have a its disadvantage because it might put high-ability children at a disadvantage. Parents were scared that the lower-ability children would hold their high-ability children back academically (Paton 2012). Having said that, the parents are wrong, as it is not another child’s fault in why their children are not pushed to their full potential. It is the teacher’s responsibility to provide more challenging lessons for the more intelligent children. The teachers are the ones who should push their students to their full potential (Paton
Social class has a major influence over the success and experience of young people in education; evidence suggests social class affects educational achievement, treatment by teachers and whether a young person is accepted into higher education. “34.6 per cent of pupils eligible for free school meals (FSM) achieved five or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs, compared to 62.0 per cent of all other pupils” (Attew, 2012). Pupils eligible for FSM are those whose families earn less than £16,000 a year (Shepherd, J. Sedghi, A. and Evans, L. 2012). Thus working-class young people are less likely to obtain good GCSE grades than middle-class and upper-class young people.