To what extent is educational achievement today, still affected by inequalities Essay Example

either within or outside the school environment. Home life, social life, and welfare all contribute to a child's educational development.

Various factors within the home can contribute to a poor education, including responsibilities, part-time jobs, peer pressure, and even abuse. Stereotypically, working class parents who may be underachievers or illiterate might struggle to assist their children with homework or engage in other beneficial activities. Some parents also display little interest in their children's education, interests, welfare, or behavior due to being overwhelmed by juggling multiple jobs or being a lone parent. Additionally, some parents lack understanding of or concern for the workings of the education system, limiting their options and prioritizing their child's happiness over academic achievement and future goals (Jarvis et al 2007). Furthermore, there are parents who fail to see the value of education for their children and may view them as "no-hopers," discourage social mobility, or prefer they continue the family trade.

The text argues that supporting 'The Dominant Ideology Thesis' (Urry et al 1975) entails maintaining the working class in their societal position. Furthermore, many parents lack the financial means to support their children with school trips, extracurricular activities, private tutors, or even proper uniforms. The education of lower-class students is also influenced by factors within the educational system, such as Ofsted reports and league tables. These factors push schools to adopt a business-like approach, placing significant pressure on them to excel and resulting in favoritism towards certain student groups. Teachers are motivated to prioritize high-achieving students for optimal outcomes, leaving struggling students behind and potentially causing disruptive behavior. Moreover, mainstream schools now include Special Educational Needs Children (SEN), but these students' impact

on statistics is disregarded by league tables. It is unlikely that SEN students will attain qualifications or high grades.

The child's district of residence has a significant impact on their educational experience. Working class children often attend schools that are understaffed, underequipped, oversized, and chaotic. This claim is supported by an interim report mentioned in Politics. o. uk (2006), which states that the criteria for social housing often result in problem families being concentrated in certain areas. Consequently, these families have access to only one school, commonly referred to as 'bog-standard', which bears the brunt of the most challenging social group. Socially excluded households typically cannot provide support for their children or the school, perpetuating a cycle of deprivation from one generation to the next.

As a solution, education authorities are conducting trials in England's oversubscribed schools at specific locations by replacing the catchment area system with a lottery system. This change aims to offer parents more choices when it comes to selecting schools for their children and prevent top schools from being dominated by the middle classes.

Despite the challenges faced by working class parents in enrolling their children in preferred schools, such as transportation costs and limited options, introducing a lottery system is believed to worsen educational inequality and contribute to environmental damage caused by longer car trips made by more affluent parents (Jarvis et al 2007). As a result, it is probable that schools with a higher proportion of lower class students will develop a negative image. This could deter qualified teachers from teaching at these schools and instead motivate them to seek employment at wealthier institutions.

The inadequately trained or unsuitable teachers in former schools

lead to more unruly behavior. However, there are a few teachers who successfully educate in such schools. The government has implemented measures to support underprivileged families, such as free school meals and uniform vouchers. Nevertheless, celebrity chef Jamie Oliver has highlighted the eating habits of lower-class children. He points out that many rely on cheap and quick meals, which lack nutritional value and are crucial for wellbeing and mental alertness (Oliver 2006).

Various factors can lead to disadvantages in education and career opportunities for pupils, including low self-esteem, vulnerability to bullying and peer pressure, health issues, and lack of aspirations. These factors can also result in disruptive behavior in schools. Conversely, individuals from the middle and upper class have advantages based on their wealth and social position. It is widely believed that those in higher classes have the privilege of residing in affluent areas that provide nearby nurseries, primary schools, and secondary schools. Those who do not live near suitable educational institutions are able to afford transportation or private school fees.

Pupils also benefit from school excursions, equipment, extra resources, and private tuition. Additionally, their schools are more likely to have higher income due to success in league tables and Ofsted reports or through tuition fees, as well as increased parental involvement. These factors contribute to improved school standards such as better school meals, life and social skills training, and smaller class sizes. Moreover, parents often work in high-profile professions which provide networking opportunities for their children within the community. Despite efforts by education authorities and the government, educational inequalities related to social class remain prevalent in modern society. Numerous research projects over the years have demonstrated

this fact, with accessible findings for the public (National Statistics 2004).

Although it is unlikely that all inequalities will be completely eliminated, efforts need to be made to reduce the gap and create a society where everyone is equal. The educational system faces difficulties in breaking the cycle because academic success cannot be attributed solely to one factor; instead, factors often intersect or overlap. Perspectives and statistical evidence can potentially be manipulated or become outdated, leading to a misrepresentation of facts. Every person has some responsibility for both underachievers and overachievers, including students themselves who can overcome obstacles with the right attitude, aptitude, determination, and support.

Bibliography

1. According to a news article, eliminating catchment areas would assist underprivileged students. The article can be accessed at http://www.politics.co.uk/news/education/schools/exclusion-pupils/scrapping-catchment-areas-would-help-poor-$458447.htm.