Inequality in British Schools Essay Example for Free

In passableity in British Schools EssayThe raisingal system is unitary of the most influential institutions in golf-club as it provides young people with a vast amount of knowledge, attitudes and skills. These are acquired formally through set lessons or informally through the hidden curriculum which provides the unofficial and unplanned consequences of take experience. Social In checkity is one of the major preoccupations of sociology. The relationship surrounded by dissimilitude and education has been studied for some years. Although it seems obvious that educational success is simply down to an individuals capabilities and motivation, sociological research shows that the inequalities in social clique, gender and hunt down and ethnicity see had a huge influence in the differential motion inwardly British schooling. The development of the educational system in Britain was first entrap in place to secure equal educational opportunities for all young people, however despite these bms, sociological evidence states that non all tikeren with the same baron achieve the same success. Some sociologists, such as Charles Murray return contended with the whim that genetic intellectual potential determines an individuals performance in school.This idea is rejected by the interlocking theorists as they believe social single out to be one of the main factors that determine whether a child is successful at school or non, as there are major differences between the take aims of achievement of those that are part of the functional social disunite and those apart of the middle furcate. (Macionis. J, Plummer.K, 2008) One of the main explanations for this is material deprivation. Working split families are financially in a worse position than those of the middle class and therefore are not able to make the most of their educational opportunities.As they are living in poorer housing conditions they whitethorn not have the space at home to be able t o complete their schoolwork with full concentration. The lack of financial funds means that many families will not be able to provide their children with the necessities needed to fully develop inwardly education, for example a household computer, sports equipment, or even money for school trips. It may be financially difficult for parents on a low income to support their children in higher education as puff up. Although student grants have been put in place, many children avoid higher education as they worry about the debt or travel costs.It also much alike(p)ly for those from a working classbackground to be managing education with a part time job, such as paper rounds or shop work, this can practice conflict between the amount of time available for work and the amount of time spent on caseing. (Browne. K, 2005) Research suggests that it is not only factors outside of the school that can consequence achievement there are also factors inside the school that have an impact on a childs educational experiences. Teachers have been know to take into account things such as a childs standard of behaviour, dress, speech and their social class and background and this reflects how teachers treat particular individuals inwardly the classroom. Teachers are often part of the middle class and the children that share the same values and standards are likely to be seen as brighter than those with working class values. The working class have a different focus on their values, attitudes and their lifestyle in society.This often works as a barrier to the success of the working class. The blame for underachievement is often focused in the direction of the family and community. These material and cultural conditions put working class children at a damage when it comes to achievement in schools. Many of these factors, which have no relation to biological potential, have contributed to the educational class divide in Britain. Sociologist Robert.K.Merton was credited for th e term self-fulfilling prophecy which focuses on a teachers attitude towards a pupil, for example if a pupil is labelled as bright and is encouraged and praised by the teacher, the child will go through self-confident and will strive for success. On the other hand if the teacher labels a pupil as un co-operative or from a poor background, this can cause low self-esteem and the pupil will be likely to fail to achieve much success.The Neo Marxists perspective on class stratification in Britain claims that schools create a false class consciousness so it seems that they promote equal opportunities for all, but they really reproduce a capitalisticic division of labour, preparing young people for class-determined careers in the labour market. Willis (1977) accepts the Marxists view on education being closely linked to the needs of the capitalists system however he does not agree with the idea of there being a direct link between education and the economy. (Macionis. J, Plummer.K, 2008) His pick out found that poorer children often grow up in environments where people see little hope of upward social mobility and rebel a bring home the baconst the system rather than act toconform with in. In such an environment adults often discourage rather than encourage success at school. (Macionis. J, Plummer.K, 2008) Social class is not the only inequality in Britains schooling. Sociologists have also found a link between gender and academic success. Until the late 1980s there was high reach about the underachievement of girls. Societies had been structured to consider schooling more important for males than for females.Although the gap in gender inequality has narrowed in Britain, many women still study tralatitiously feminine subjects, such as literature whilst men are more likely to study subjects that are seen to be more masculine like engineering. (Macionis. J, Plummer.K, 2008) Sue Sharpe in a 1976 survey called just like a girl discovered that the priorities of young girls were love, marriage, husbands, children and then jobs and careers, more or less in that order. When she repeated her research in 1994, she found that the order had changed to having a job, career and being able to support themselves before having a family. (Browne. K, 2005) Weiner (1995) has argued that teachers have more forcefully challenged stereotypes since the 1980s and sexist images have been removed from learning materials, which could be the reason for the changes in girls attitudes towards their own education. The increase in incentives for girls to gain qualifications has been due to a number of reasons, one of them being the womens movement that managed to achieve a great deal of success in challenging traditional stereotypes for womens roles in society.Many women now look past traditional roles, such as housewives and mothers and are motivated to gain independence and to do well in their careers. Women on average work hard during their time at school and are more motivated to do well. They put more effort into their presentation as they give up more time to do their school work. (Browne. K, 2005) It is clear that there have been major changes in the gender erudition of girls in Britains schools and the inequalities between males and females has become less and less. Although certain traditional gender perceptions exist through subject choice, females now have more equal opportunities to gain knowledge within the classroom and achieve success.However in modern day society the tables have now turned and there has been a sudden moral panic over the underachievement of boys. (Weiner, Arnot and David 1997) Swann (1992) found that boys dominated class discussion by often acting inappropriately and interrupting, whereas girlsare known to have a more laid back attitude within the classroom and are praised for their abilities to listen and co-operate, which leads to the teacher having a more positive view to girls within the class, helping to produc e the self-fulfilling prophecy of girls greater achievement levels. (Holborn.M and Langley.P, 2002)Mitsos and Browne accept that boys are under-achieving and suggest that it is because men are culturally encouraged to appear butch and tough in society and these types of behaviours take place within the classroom and distract from learning. They also believe that the decline in manual work may result in the working class boys losing motivation as it is getting harder and harder to find jobs. Although these reasons seem valid, sociologists believe that more research has to be done within this area. (Holborn.M and Langley.P, 2002) More recent studies on education and gender have come away from the simple differential achievement and now take into account a lot more processes within schools. The active role of the pupil is seen to create gender relationships and the way in which children form ideas on identities is seen to have a large impact. We have discussed social class and gender inequalities within Britains schools however we are still to look into ethnicity and race and the effects this has on differential achievement within schools.Many children from ethnic minority backgrounds tend to not do as well as other members of the population when it comes to education. Similar to the working class issues as majority of ethnic minority groups are part of the working class they face a series of disadvantages in social conditions, such as poor housing conditions and higher rates of unemployment within their home, which can cause a disadvantage in the chances of success. (Macionis. J, Plummer.K, 2008) Ethnic minorities are also at a disadvantage in school as they often suffer from isolation or racism from other pupils or are even discriminated against from teachers. Although, all schools in Britain are now legally obliged to have an anti-racist policy and teachers are now trained in equality legislation, research in secondary schools has shown conflict between whit e teachers and African Caribbean pupils. Stereotypes of African Caribbean young males have caused teachers to have more positive expectations of other ethnic minority groups, more than others.This explains the high level of black exclusions from schools and also explains why most permanent exclusions are down to disobedience of some sort, forexample pupils refusing to conform to school rules or being verbally abusive to teachers. The Labelling of certain pupils can cause them to comply with what is expected of them, for example disruptive behaviour and therefore leads to major effects on achievement. Phoenix (2001) conducted legion(predicate) studies identifying racism in schools some suggest teachers discriminate against black and South Asian students, treating them in stereotypical ways. (Holborn.M and Langley.P, 2002)Racism can cause ethnic minorities to detect in some ways rejected from society and therefore racism within schools can cause young people to feel rejected from sc hool as well, which can lead to prevention of achievement as individuals are not able to work to their full potential as they are not happy and comfortable in the school environment. Not all sociologists agree with the inequalities of ethnic minorities in schools. Taylor (1981) argues that the emphasis on faults in the education system should be treated with some degree of caution. Teachers do not necessarily behave in ways that reflect negative stereotypes of ethnic minority groups according to Taylor and that many teachers consider ethnic equality within schools to be of a high level of importance. (Holborn.M and Langley.P, 2002)There is enough evidence to link differential achievement with inequalities within Britains schools. Social class and ethnic inequalities effect the education and success of some pupils to some extent. Although, there have been developments and improvements on equality in society as a whole including educational institutions, there is still a long way to g o before all individuals can be provided with equal opportunities of success. There are still clear class divisions within Britains schools as the working class are constantly at a disadvantage which prevents them from achieving to their full potential.Ethnic minority groups have very similar issues that need to be addressed in order for equal opportunities to evolve. However, there have been drastic changes in gender equality in schools and females and males are now being treated equally within the classroom. These changes have occurred within the whole of society as traditional gender stereotypes have been broken. These changes have had positive results as females now strive to achieve success.ReferencingBrowne, K., 2005. An introduction to sociology. 3rd ed. Cambridge Polity Press Holborn, M., Langley, P., 2002. Sociology Themes and Perspectives. Fulham Collins Macionis, J.J., Plummer, K., 2008. Sociology. quaternate ed. Essex Pearson Moore, S., Aiken, D., Chapman, S., 2006. Soc iology A2. 2nd ed. Fulham CollinsGirls and Education (online)Available athttp//www.historylearningsite.co.uk/girls_education.htmAssessed on 07/06/2012