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Relationship Between Socioeconomic Status and School Achievement
Implications of social class in education achievement
Implications of social class in education achievement
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5. Education and ethnic minority groups in the UK. Education is one of the main tools a society has to improve the integration of the different ethnicities that make up its population. From Victorian times the approach to education as leveller of social and ethnic differences has changed rapidly. We will see the evolution of the implementation of different educational policies and the effect they might have to blur the lines (if not erase them) between races, genders and economic levels.
The current situation
We cannot deal with the current state of minority education in the United kingdom without taking into consideration the effect that class and ethnicity has on school achievement, especially when there is significant evidence to show that the higher the social class and standard of living of a student, the more likely they are to have success at school.
Poverty has a great influence on school achievement. Students have less time to devote to school work, limited means and possibility to have their own space at home to concentrate on school work and less support from their families. They might not be able to get funds for school activities and access to libraries and scholar materials might be limited. Also Health issues or even youth employment might hinder their possibilities.
Most ethnic students tend to be working class so these situations are usually aggravated in their case. It doesn’t help that racism or discrimination in the school creates a negative influence.
There are complaints about the school system being not open to minorities although a great effort is made to implement anti-racist education in school “…Anti-racist education, in contrast, has directed its attention to the structures that “produce, sustain a...
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...ation of Asian British citizens in Kenya, who were being forced to leave in the face of a new nationality legislation…” (McClelland 48)
“…the act introduced the concept of belonging into British immigration law. More precisely, it racialized the boundaries of national belonging by restricting the entry of British citizens who were not connected to the nation through ties of blood or descent. The law created first and second-class citizens among Citizens of the United Kingdom and the Colonies.” (McClelland 49)
There is strong evidence that black people are over-represented throughout the criminal justice process (Merrik)
Carefully negative indent all first lines of bibliography
Merrik, Jane , Brian Brady, and Kate Youde. "Race in Britain 2012: Has life changed for ethnic minorities?." The Independent. Independent Digital News and Media, n.d. Web. 2 Mar. 2014.
Unequal funding and lack of opportunities offering are restricted minority students to compete to white students. The school system is not independently separated from race and racism as people think. Race and racism are social illness that immediately need action in order to bring the best atmosphere and energy for educational system because schools are places for teaching and learning. Schools should not allow race and racism affect their spaces’ neutralization. Withstanding race and racism in education is a long and difficult task, but it is a worthy effort because in the future, all children will able to receive a better and equal
The Naturalization Act of 1790, which restricted naturalized citizenship to only "free white persons," marks the beginning of racial eligibility for citizenship in the United States (Koshy, 1998, p. 290). Subsequent exclusionary policies, such as the Chinese Exclusion Act of 1882, the Immigration Act of 1917, the National Origins Quota Law of 1924, further emphasized whiteness as one of the most defining prerequisite for naturalization. In the early 20th century, the meaning of the racial category "white" became the subject of multiple legal disputes involving Asian Indians. Disagreement over the inclusion of Asian Indians in the "white" category originated due to the fact that "their complexion was dark, but they were ethnologically Caucasian" (Shah, 1999, p. 249). One of the most infamous cases, United States vs. Bhagat Singh Thind, was presented in an article from the March 10, 1923 issue of The Literary Digest, describing the outcome of the case and its implications on the Indian community, primarily in California. Through a textual analysis of the article, this paper discusses the formation of the legal definition of whiteness, the ways of justification of social inequality, and the construction of Asian Indians as a racially unassimilable group in U.S. immigration history.
British citizens were the preferred immigrants because they embodied the ideal citizen of the nation-state (white, Anglo-Saxon). It was a known fact that the Canadian government “would seek only those vigorous northern races who were culturally sound and who could quickly conform to the norms of Anglo-Canadian life” (Avery 93). This racial advantage allowed them much power to influence work, social and political life” (Avery 95).
McCrudden, C. Int Jnl Constitutional Law. Multiculturalism, freedom of religion, equality, and the British constitution: The JFS case considered 20119 (1) 200-229 doi: 10.1093/icon/mor022 (Date of Access: 12/12/11)
William Kaplan (editor), Belonging : The meaning and Future of Canadian Citizenship, McGill-Queen's Press-MQUP, 1993, 387 pages.
Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s problems. Most importantly, money cannot influence student, parent, teacher, and administrator perceptions of class and race. Nor can money improve test scores and make education relevant and practical in the lives of minority students. School funding is systemically unequal, partially because the majority of school funding comes from the school district’s local property taxes, positioning the poorest communities at the bottom rung of the education playing field. A student’s socioeconomic status often defines her success in a classroom for a number of reasons.
Minority is a broad term that classifies my family and me. This term can mean something bad and something good, depending on who’s perceiving the term. For me, personally it is a little bit of both. Being part of the minority group, it can and has been a barrier in my educational pursuit. However, it does not stop me from trying to reach my goals, it is like a motivation.
Macionis, John J.. "Race and Ethnicity." Society: the basics. 12th ed., Annotated instructor's ed. Upper Saddle River, N.J.: Prentice Hall, 2013. 279,280,282,293. Print.
A minority student is generally classified as belonging to a lower-income family than the average white American, who is classified by earning a higher income. A student belonging to a low-income family will not have the same opportunities as a student from a high-income background. A student from a high-income family will be able to afford more study aids and supplies. A student from a low-income family, generally a minority, does not have access to these resources. Because they frequently cannot afford the same materials as their white counterparts, they generally do not perform as strongly on standardized tests. Wealthy families are generally very well educated. They have greater knowledge of how to guide their children in the right direction for academic success. Some can afford a private school with better teachers and a more comfortable learning environment. Paying for college is easier, and academics often take greater priority in these well-to-do households. Usually, poorer families have a harder time paying for college and supporting their children. Schools in low-income areas tend to lack funding for good teachers and supplies because of their financial situation. More often than not, the main goal of these families is to have their children get through high school so that they can begin ea...
Though the United States is home to many immigrants, controversy surrounds the issue of immigrants in the United States. The United States in a melting pot of various backgrounds and cultures, yet it is hard for all to merge into acceptance of one another. The first chapter of Race, Ethnicity, Gender, and class covers stratification, prejudice and discrimination, and inequality.
Therefore it has become a source of division within the working class that only works in favor for the bourgeois and capitalist. On the there hand, Ethnicity has a wider concept than race but still can be useful and counterproductive. To begin, one obvious reason why ethnicity is useful because it allows for other cultures, customs to express themselves. Secondly, promotes multiculturalism and diversity. Be that as it may, it is counterproductive and overlapping because the systematic distinctions within ethnicity lead to equality and inequality in society Therefore resulting to racial supremacy and privilege. Given these points, in this paper, I will discuss in details the ways in which the concepts of race and ethnicity are useful and how they are counterproductive with regards to different authors; Peter Wade, Robert Milles, Etienne Balibar, David Nirebeng, Roman Grosfoguel and Joan
When talking about ethnic minorities and white minorities, many people believe that it is the ethnic minorities that are always at a disadvantage. Social mobility can be harder for ethnic minority than it is for white majorities. When talking about the three Major concepts of social mobility we must first start with Horizontal mobility. Horizontal mobility is “the movement of an individual from one social position to another of the same rank”(Schaefer). For example, if a waiter
Office of National Statistics (2004), Education, Ethnicity and Identity, Available from: http://www.statistics.gov.uk/cci/nugget.asp?id=461 [accessed 28 September 2010], Cite as (office of National Statistics 28 September 2010)
Britain is and always has been a mixed race society. Gradually over the years, millions of people all over the world arrive either through past invasion or come as an immigrant to escape their own country’s famine, persecution and seeking for better economic opportunities in the UK (Zafra, 2007). The history of immigration and invasion has produced today’s diverse community. However, for the past few years, there has been a dispute concerning whether multiculturalism has obstruct the goal of attaining a peaceful community and instead causing extremism in the UK. According to Michelle Wilkinson (2011), this is resulted by the notion that multiculturalism promotes segregation and different groups having different beliefs leading to heavy tension and radicalization. On the other hand, multiculturalism has also been praised for advancing equality and social recognition (Caroline Howarth & Eleni Andreouli, 2013). In the light of this controversial issue, both aspect of the pro and cons of Multiculturalism to the society will be covered in this essay, exploring as a whole whether the ideology of Multiculturalism in enforcing equality has worked in Britain or not.
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.