Social Class and Education free essay sample

Education is essential in society for a number of reasons. Firstly, education is important for developing skills for employment and living. If we did not have basic education, it would severely impact on society. Subsequently, it is possible that society could break down due to the absence, or poor quality of communication and basic skills. The World is dependent upon communication, which is developed through education (Mortimore 1986). Furthermore, another important purpose of education in society is to control unconformity. Education is a way in which people are taught the social and ideological norms which are dominant in society. Consequently, with the absence of education, it could foresee a delinquent future for society. Mortimore (1986) stated that within society, it has always been evident that people fall into different categories termed as ‘Social Class’. This shorthand label could be defined in numerous ways, most prominently by the scale developed by the Registrars General. We will write a custom essay sample on Social Class and Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Categories are classified as a result of breadwinner occupation, which are managed into five categories: Social Class I and II, professional and managerial occupations; Social Class IIIa, would be other manual workers, Social Class IIIb, skilled manual workers; Social Class IV, semi-skilled occupations; Social Class V, unskilled occupations. This is a rather reductionist point of view to take when classifying people, as quality home, relationships, interests and lifestyles are not taken into account (Mortimore, 1986). A way in which children are categorised in school based on social class, is the eligibility of free school meals. Schools provide free school meals to children whose family receive any kind of income based support, such as jobseekers allowance (Direct Gov). Figures show that in 2006-2010 55. 8 percent of pupils eligible for free school meals achieved the national average level in English and Mathematics, compared to 77. 1 percent of pupils were not eligible (Department for education, National statistics). ‘Many pupils in disadvantaged communities are simply less intelligent than others in higher social classes, according to the Scottish chief medical officer. It is apparent that children placed in the lower class categories are under achieving in comparison with higher class children. Again National Statistics demonstrate that there is a 23. 7 percentage point gap between the most and least deprived areas, which are defined by the Income Deprivation Affecting Children Indices. ‘ reclaim social class as a central concern within education as a powerful and vital aspect of both learner and wider social identities. ’ (Diane Reay 2006) Reay stresses just how vital social class is within education. As attainment levels appear to be affected by the influence of social class, this certainly highlights the importance of understanding the relationship between social class and education; consequently making changes to reduce the gaps in attainment levels. Furthermore, Davies,J (1980) illustrated that Social Class can create differences in attendance patterns of pupils. Looking at percentage of absence, he found a 7. 1 percent difference between attendance of pupils with a non manual family background and pupils from social class 5. In addition to this, Davies discovered a range of 16. 1 percent between non manual and unemployed backgrounds. Mortimore (1986) states that attendance rates have been considerably influenced by social class. ‘Whether that is a direct influence (working class parents being less motivated to insist that their children attend school) or an indirect one (pupils with working class backgrounds been less successful in academic life and, therefore, being less committed to the value of schooling) has not yet been resolved satisfactorily. ’ (Mortimore, P and Mortimore, J 1986) Mortimore et al discuss how social class, attendance and attainment are closely linked. It is suggested that children from a working class background who are less successful in academic life have a tendency to value education less, subsequently not attending. However, could it not be argued that the reason the child is underachieving be the fact that they do not attend school enough? It is clear that social class, attendance and attainment are inextricably linked. School behaviour is also another factor that is linked to social class; however this issue is substantially more complex to monitor. To study school behaviour is extremely difficult as behaviour is influenced by a number of things, such as teacher behaviour and general school ethos. Research into social class and adjustment to school was monitored and evidently there was a higher percentage of pupils less successfully adjusted, who were in the lower classes, especially unemployed (EP 1982, Mortimore, P and Mortimore, J 1986). Many reasons for the relationship between social class and education have been debated. Hyman, H (1967) alleged that working class people compared to middle class people tended to lack ambition. He believed that working class attitudes emulated their experience of working class labour: A chance of promotion being slim, therefore their future reflects their present, resulting in no need to make long term plans. This attitude could be then acquired by the children of working class families, thus not valuing education and schooling. Poverty is an essential factor in the close relationship between social class and education. Less economically well off parents will have less disposable income to spend on their children and their education. Economical, social and cultural capitals are key in education (Bordieu). Bernstein argued that the linguistic codes in place favoured middle class children. He established that Middle Class people operated with elaborated code, whereas working class people use a restricted code. This posed a disadvantage to working class children as teachers usually operated the elaborated code. Could this manifest an explanation of lower attainment on behalf of working class children? (Bordieu). Other reasons that have been argued to create this relationship include Baxter et al’s (1981) study found that babies born into working class. Families boast a slimmer chance of developing into healthy children. In addition to this, school resources play a huge part in the quality of a school and the education they offer. A school in a low socio-economic area may not possess the right level of resources, subsequently affecting their pupils’ educational development (Mortimore et al). It is obvious that there are numerous reasons for the relationship between education and social class. Children’s patterns of performance at school, attainment, behaviour and attendance have been proved to be affected by social class. However, other important issues such as race and ethnicity and gender also have a great impact on education. The three social and cultural issues are inextricably linked and entwined amongst each other; therefore it is almost impossible to boldly state that social class is the only factor in play whilst analysing statistics and results of studies (Little, A). Nevertheless, we have come to a conclusion that Social Class does have a great affect on education, and research should continue to try and combat this.