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How social stratification affects education
How social stratification affects education
Effect of social stratification on education
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Recommended: How social stratification affects education
Milli Koch
SOC 308
Spring 2016
Critical Memo 2:
Educational Stratification and its Effect on Internalization of Failure
Many schools in countries across the globe use educational stratification to “track” students into different categories based on their academic performance. This can start as early as kindergarten, and while tracking may provide some benefit for students placed in the higher tracks, it’s possible that it serves as a huge obstacle for students placed on lower tracks as these students tend to consequently label themselves as “stupid” and believe that they do not have the same ability to succeed as other students. Early education in particular plays a large role in determining a child’s future academic performance. Students react to the expectations their teachers have for them so
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First of all, tracking in schools causes students to blame themselves for poor school performance, leading them to believe that they are incapable of succeeding. Tracking can also hurt students socially due to low self-perception and lack of diversity. Students in more heterogeneous school environments potentially have a higher likelihood of forming more diverse and stronger friend groups, giving them an advantage over students with more homogeneous friend groups. Lastly, stratification may even have effects which can stay with students for the rest of their lives. When students fail to recognize their ability to succeed in school due to being placed in lower educational tracks, they fall behind in school and are often unable to move into a higher track which affects their options for college and a career. It is clear to me that students’ perceptions of their own intelligence affects their future achievements. Evidently, if we wish to provide the best for our students, we should turn away from stratification and promote educational achievement for every
Children who are deemed poor, do not receive nearly as many educational opportunities as children who are deemed rich. Kozol acknowledges that poor children barely have any social skills, which will help them in Kindergarten. In contrast, children who have been in preschool like programs since their toddler years, are more likely to develop social skills and have early-learning skills, like knowing how to hold a crayon. Children in all social classes, in the United States have to take the same standardized tests and are measured on the same grading scale. Kozol questions, “Which of these children will receive the highest scores?”(Kozol 413) Sadly, poor children will not be the ones with the highest score, and they will be held accountable for their test scores, as Kozol points out “There is something deeply hypocritical about a society that holds an eight year old inner city child “accountable” for robbing her of what they gave their own kids six or seven years earlier” (Kozol 413). It is unfair to expect a child to perform on a test equally with other children who started their education earlier. Kozol mentions that some people, who are well-educated, feel that money is not a problem with education inequality, and that other factors such as, “The values of the parents and the kids themselves must have a role in this as well-you know, housing, health conditions,
Tracking is where students are identified as gifted or placed in remedial classes. By doing this, students learn about their overall success and achievements in comparison to the other groups. In the documentary, the principal, Rob Gasparello, addresses why their school is not the greatest. He states that their school has a “terrible reputation” and that the numbers do not lie. Looking at the data would assume that the overall success rate is not as high as other schools. By knowing this, it can be detrimental to the students’ education. This can be detrimental because students who attend this high school may start believing that they will never be successful so why bother trying. Other students who do not attend this high school may not have respect for these schools and assume they are better because they believe that they go to a better school. This is an example of inequality in education and studies have shown that while education benefits everyone, it does not benefit everyone equally. An inequality in education mirrors and inequality in
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
In conclusion, the Academic Achievement has been fueled by society's presets, minority students' lack of effort, and the failures of the schooling system in America. There has been some challenging setbacks, but the Gap can be fixed to create a common ground for all prospective members of America's society to excel on equally. By realizing that change can be achieved, there are little to no limits for minority students to create a better mindset towards education. Students, parents, and teachers have to be willing to work together, as well as tackle obstacles upheld by society, and the economic deficiencies that effect schools across America. This will, in turn, take America one step closer to closing the Academic Achievement Gap in America.
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.
Kilgore, Sally B. "The Organizational Context of Tracking in Schools." American Sociological Review 56.2 (1991): 189-203. JSTOR. Web. 13 Nov. 2013.
Why do children graduate high school without fully understanding concepts that relate to the core subjects of Math, English, Science, and History? Because education is unequal in America. Sociologist Doctor James W. Loewen and award winning writer Jonathan Kozol agree that classism is to blame. Loewen also believes that history textbooks take some of the blame for the student’s ignorance of inequality within education, while Kozol believes it is ignorance from well educated people that are two blame. Although Loewen and Kozol are correct in citing classism as a problem in the education system, little is acknowledged about a solution.
Tests measuring students’ achievement demonstrate that particular groups of students score far below students of other groups. Records indicate that the discrepancy in the academic dominance of certain groups over other groups is strongly associated with socio-economic status, with lower achieving students typically hailing from increased poverty-stricken backgrounds. While poverty is exclusive to no one particular ethnicity, it exists in disproportionately high rates among Hispanic and Black communities and their students. The root of this gap in educational achievement has been shown to be multi-faceted, with origins undoubtedly dating back centuries (EdSource, 2003).
For years, people have been trying to figure out ways to equalize the divergent academic achievement rates between rich and poor children. A study published by the Kaiser Family Foundation in 2010 found that, since the late 90’s when they first started monitoring over 2,000 children, media
Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the other children from high socioeconomic status families. Do these children not perform well in class because of the self-fulfilling prophecy or is there something that happens during the critical period that causes the child to fall behind?
During early years of life, children undergo several developmental changes. Their logical reasoning, attention, perspectives, skills begin to develop. When children go to the elementary school, they begin to integrate knowledge from their interactions with parents and teachers in order to confront the academic challenge. Some children successfully achieve their academic goals; however, some children fail to meet this challenge, which can have a long-lasting negative impact on their success in the school context (Supplee al et., 2006). Thus, parents and school are critical for academic performance and personal development. In a long time, families were responsible for preparing their children with the necessary skills in the early years, and schools took over from there with little input
Pressures on children in today’s society are a problem that is becoming more evident in academics as parents and teachers put more and more emphasis on these children to outperform their classmates, stress in the child’s life becomes an interfering problem (Anxiety.org, 2011 Weissbourd, 2011,). From preschool children to college adults, pressure to execute academic perfection extends across all areas of curriculum. In our highly competitive, American society, emphasis placed on academic achievement has never been so intense (Anxiety.org, 2011, Beilock, 2011). This need to be the best, fueled by our culture in America, has created a social force affecting education, a force to be reckoned with at that. Too often, parents and teachers sacrifice their chil...
The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for it’s rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to “close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom”. (http://www.NCLB.gov) In this paper I will be discussing how this new law closes “the student achievement gap” and setting “standards of excellence for every child” using some of the psychological principles that we have covered in this course. Also I will be addressing some of the flaws that this law has by not addressing some of the theories of psychological developments discussed in our text.
...tudents in high-poverty schools. Indeed, low-income students given a chance to attend more-affluent schools performed more than half a year better, on average, than middle income students who attend high-poverty schools” (Kahlenberg, Middle Class Schools for All 2). From this data, it is clear to see that the type of school is what matters most, not income. Ones social income class should not be used to determine their intelligence, but to only advertise their yearly salary.
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