(2005, November). High School Reform and High School Afterschool: A Common Purpose. Retrieved October 25, 2010, from http://www.afterschoolalliance.org This resource has provided me with pertinent information pertaining to high school reform. It gives specific details about high school students and statistics, as well as, describes the challenges faced in educating high school students. The reference also provides some possible approaches to fixing the problems that high schools are dealing with in regards to preparing children for the outside world.
Cultural deprivation theorists would blame this on the lack of parental guidence and encouragment to succeed in education. This could of been developed from the results of an experiment A famous experiment was one carried out by Willis Douglas. He claimed that parental interest was the most important factor; he claimed that middle class parents had higher expectations than working class parents and they attatched higher values. Along with providing more support for their children. This was seen to increase
The next point was the notion of SES playing a factor in the urbanization of communities. According to the article members of the same social status migrate amongst each other, this creates area of affluence which, in turn, yield an improved funding system of school districts which provides higher educator salaries which attract a better quality of
That particular person might decide to cheat. In the middle of the essay, Goodman narrates “For the students, it seems to me that a primary duty of the university is to deprive them of their props, their dependence on extrinsic valuation and motivation, and to force them to confront the difficult enterprise itself and finally lose themselves in it.”(192). In this quote Goodman uses pathos to show his point of view of the universities duties for students. He is pointing out how students are deprived of their props by universities and their grading scales. This has a strong emotional appeal towards students.??
Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education. Gorski sees that responsibility lies most likely with us, who can aid teachers in offering a hand, as they are underpaid and are not able to do much on their own. The two authors have clashing ideas as to why students are in poverty: Payne believes that the impoverished students are lazy and have their own set of
Assess sociological explanations of ethnic differences in educational achievement Some sociologists argue that some ethnic groups maybe underachieving in the education system whereas some say that these ethnic groups differ in the education system. Material factors may affect ethnic groups in the education system, material deprivation explanations see educational failure as results from factors such as substandard housing and low income. Ethnic minorities are more likely to face these problems according to Flaherty as unemployment is three times higher for African and Bangladeshi/Pakistani people than for whites, Pakistanis are nearly twice as likely to be in unskilled or semi-skilled jobs compared to whites. Ethnic minorities are more likely to be engaged in shift work. These inequalities parallel those in educational achievement e.g.
Assess internal and external factors that may influence educational attainment due to class. Sociologists have recently found that the social class background of pupils has a major influence on their chances of success in the education system. It has been commonly found that children from middle class families generally tend to perform better and achieve higher grades than those from working class families. Children of higher professionals are two to three times more likely than children of routine manual workers to get five or more A*-C grades at GCSE level. A number of explanations for this data has been put forward by sociologists and they can be divided into ‘internal’ and ‘external’ factors, although in reality they do intertwine with each other.
Wealthier people have their children attend “better” schools. These schools are “better” because there are more funding for the school to use on educational purposes. They can have better equipments in the classroom and hire better qualify teachers. In Mike Rose’s essay “I Just Wanna Be Average”, the author described the educational experiences of a student at a middle class school in Los Angeles. Base on Rose’s essay and my personal experience, I believe Anyon’s claim about school’s socio-economic class determines the type of instruction students receive is wrong.
If they are labelled as being ‘stupid’ early on in their career then they will be placed in the lower sets and streams. This means that they will not have access to the full range of courses available to them and this an effect their A level or degree choices. Sociologists would also agree by explaining that anti school subcultures may occur. These are groups of students who feel that they have been failed by education and stop trying or
To have entered into that profession they are likely to have been successfully educated. (Parsons, 2008). Functionalists believe that educational success follows social roles and rules and that achievements and rewards are based on merit and ability (meritocracy) and not on class status. However, research shows that there are still children in Britain within certain social classes that achieve more in education than others. In a society which promotes social mobility (the opportunity for children to do better than their parents), the truth is it is in decline, even with so much recent investment into education.