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
Consequently, they are likely to live in poverty as adults. If they become parents, their children will be born into poverty and the cycle of deprivation is continued. Some sociologists say that this is the reason why poverty continues to exist - by having children,
Working class pupils tend to be labelled negatively and teachers tend to see them as lacking ability and therefore have low expectations of them hence they will be in the lower stream. Once they are streamed, it is hard to move up to a higher stream because of the low expectations of them. This creates a self-fulfilling prophecy in which pupils live up to their teacher’s low expectations of them by under-achieving. By contrast, middle class pupils tend to benefit from streaming as they are likely to be in the higher streams and having high expectations from teachers. In Stephan Ball’s a study of banding, he showed that banding had similar effects to streaming.
The study found that the counsellor judged pupils largely on their social class; this therefore put them at a disadvantage as middle-class students were placed on higher level courses. The self-fulfilling prophecy is another internal factor that can be linked to social class differences in achievement. A self-fulfilling prophecy is a prediction that comes true simply by virtue of it being made. Some sociologists argue that labelling can effect pupil’s achievement by creating a self-fulfilling prophecy. This can be seen in a study of a primary school by Rosenthal and Jacobson.
For example, the author uses sarcasm to point out the lack of support for students when he quotes, “Our public high schools place too much focus on preparing kids for professional careers.” The author later criticizes the unorganized approach teachers take towards the discipline and teaching of students when he quotes, ‘"Educators do a lot to ensure that the most hopeless students slip through the cracks... Arbitrary rules, irregularly enforced discipline, and pointless paperwork are just the first things that come to mind. "’ 2. What rhetorical strategies does the writer use to achieve this satire? List them, and explain how each is used.
Many people argue that development is vital in the younger years in the child’s life, and the ability to solve problems and apply ideas help in the long-term. Hyman argues that the lower classes create a self imposed barrier to learning their values. This is because he believes that they have a low value on education, with a ‘play safe’ culture and also a low level of self belief. This would all impact on the child performance at school as they would not have the attitude needed to progress. If at any point they failed, they would see this as a big mistake and give up and have a lack of motivation.
She understands that people come from different environments and everyone can learn; they just need to be motivated. Mary once blamed the poor academic skills the students have today on things like drugs and divorce for poor motivation and concentration. She describes starting the day with concentration principles buy the way she walks into her class. If her style of teaching doesn’t work then she will fail the student. Mary’s son a High School senior was in the jeopardy of flunking English.
Assess the importance of school factors such as racism and pupils’ responses to racism in creating ethnic differences in education Racism in school is clearly an important factor in the differences in educational achievement between ethnic groups. Students are often labelled subconsciously by teachers according to their ethnic group, for example Gillborn and Youdell (2000) found that most teachers are quicker to discipline black pupils than other for the same behaviour. They argue this is a result of ‘racialised expectations’ – the idea that teachers expect black pupils to present more discipline problems and misinterpret their behaviour as threatening or a challenge to authority. Foster (1990) found that teacher stereotyping and racism often led black pupils being placed in lower sets, resulting in lower levels of achievement and differences between ethnic groups. Asian pupils were found to also be the victims of racism in school, especially girls as Wright found (1992), saying that teachers leave Asian children out of classroom discussions and speak to them in childish language, isolating them from the other children and making them feel uncomfortable in school.
This primarily affected African American children because their education system was different from the white children. Negro schools had many restrictions such as the reading matter being restricted to the used and discarded volumes of the libraries of the white community (Johnson 268). Based on attention to this advertisement through the perspective of race, I observe that African American children were falsely depicted in the 1930’s because they lack a proper education system and they were not socially equal. Education affected the child’s self-esteem and self-worth. According to Charles Johnson’s article, “Education of the Negro Child” about sixty-five percent of African American children are classified as retarded and the majority are retarded by more than one year (Johnson 266).
The problem of today’s society is the fight against poverty. With many societies today having low-income areas, education seems to be the first thing to be put on hold. Pakistan, the second country with the highest number of children out of schools, has severe poverty in which people are only living off two dollars a day (Haroon, 2011, Impact on Education on Poverty Reduction). This example shows the direct correlation that poverty has on one’s education. Through this correlation, one can see how such factors can keep children in impoverished homes throughout their lives.