Instead they believed that marketisation will produce schools to run more efficiently like a business therefore schools will have to compete against each other to attract the consumers, by showing them what they want to see- such as outstanding success in exams. There have been many polices introduced to promote marketisation such as: league tables, open enrolment, formula funding and educational vouchers. On the other hand despite the benefits of marketisation, critics argued that it has increased inequalities within social class, gender and ethnicity. Ways in which marketisation reproduced and legitimises inequality is through league tables and funding. Publishing schools exams results in league tables ensure that the school has to achieve phenomenal results if they want to attract likes of the consumers.
Academic achievement is devalued because of its association with the dominant and oppressive white culture. A contrary view notes that while both black and white adolescents may sometimes exert (or experience) peer pressure against being "nerdy" and working hard in school, this anti-intellectual norm is not usually racialized. Fordham and Ogbu reported on their observations from a single school. Several studies based on representative national surveys of high-school students have reached contrary findings. These have demonstrated that the differences between black and white students are negligible with respect to the value placed on education.
Wilson argues that race was becoming less and less important in predicting the economic possibilities for well-educated African Americans. Since the black-led Civil Rights movement had been victorious in removing many racial barriers that made nearly impossible for well trained African Americans to gain access to appropriate educational and occupational opportunities. Wilson believed that this opened access that was unprecedented in the racial stratification system in the United States and that it would result in a noteworthy change and lasting gains for African American families with a quality amount of educational attainment. Research has only partially supported Wilson’s optimism. Yes blacks did experience significant educational and occupational gains during the 1970’s, their upward mobility has since tapered off, notably in the 1980’s and 1990’s.
(3) In this case a child’s early development such as their education can help avoid the strain of economic inequality. It is stated, “black children are less likely to learn as much as white children from two to four years of age.” This lack of early childhood education can produce negative social and economic outcomes. If a child’s parent has a high level learning such as college a degree children are more likely to succeed in school. What about children in lower income homes? These children are usually victims of low quality education and obstruct the income equality gap, as they grow older.
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
My limiting style I feel is the “Humanistic-Encouraging” way of thinking. My 13 score in the humanistic-encouraging category puts me in the 1 percentile. This is an extremely low score and definably shows me something I need to improve. From the LSI survey, it is true that I can be uncomfortable interacting with others, I can be distant, I lack close relationships, and I can have trouble communicating. People with low score in the Humanistic-Encouraging tend to be detached from relationships and feel uncomfortable simply relating to people in general.
The children of certain circumstances are even subject to easier treatment and diagnosis of ADHD if they live in a poor community because it is cheaper and easier to change a child then the learning environment. It has been shown that the conditions of poverty are ripe to lead children into a substantially higher risk category for behavioral disorders. Race merely plays a role in identifying at risk children because African Americans and Hispanics are three times more likely to live in poverty than their white counterparts. Education, special focus and sometimes when necessary treatment is vital to reversing this trend of poverty as these disorders have an
Mothers from ethnic minority groups are more likely to stay at home with their children. Interestingly ethnic minority groups do have better outcomes at primary school – showing that they benefit from a positive home learning environment which may alleviate the possible disadvantage of not attending a pre-school/early years setting. The advantage of early years education has been shown to be visible at age 4 – 7 (key stage 1) and pupils who receive early education have higher attainment than those with no early education. Strand’s (1999) study of inner London pupils showed that black pupils with high attainment at age 4 and white pupils from economically disadvantaged backgrounds, all made less than expected progress during Key Stage 1. Indeed at this stage it is
African American students are less likely to graduate from high school and they attend school at rates lower than any other racial group. It is suggested that the predominant reason for the failure of so many American blacks to achieve to their potential in school is an ongoing stigmatization in the classroom. The subtle and pervasive messages with which black students are bombarded that they are intellectually inferior; that there is no place for them in the ranks of the educated and successful often causes them to refocus their energies outside of school. This can be identified as the root of poor school performance. Higher education in America displays characteristics of segregation.
Is a low socio-economic status background a disadvantage to achieving and completing a higher education? Introduction: This essay will attempt to answer the issue of lower participation in higher education by students from a low socio-economic background, compared with students from the opposing sector of society where participation has increased slightly with the current trend of lower participation. When the numbers are continually lower than students from higher socio-economic backgrounds is there a factor in a hidden curriculum that disadvantages students from certain low socio-economic areas and suburbs from the beginning of their education? Are students from low socio-economic area schools exposed to a cultural capital that de-rails their chances if they actually aspire to higher education? Socioeconomic status is defined by the Australian Bureau of Statistics using a system called Socio-Economic Indexes for Areas (SEIFA) as a pointer to social positioning This system uses a set of indexes which categorise areas according to advantage, disadvantage, economic resources and, education and occupations (abs.gov.au).