Assess the View That the Working Class Underachievement in School Is Because of Home Circumstances.

1204 Words Nov 20th, 2010 5 Pages
Contemporary views are that class is still the most significant social factor for accounting for differences in educational achievement. It seems that middle class children tend to do better than working class children. Most sociologists believe that in every social class there is the same range of ability, this means that class differences in educational attainment are not due to class differences in intelligence, but due to other circumstances such as the home and socialization. However some sociologists would argue that attainment in classes results from sifting, sorting and assessment of pupils in terms of teacher’s perceptions of class, ability and conduct. Throughout this essay, the view that working class underachievers in school is …show more content…
This laid down strong foundations for educational attainment in their early years. Douglas’ research suggested that middle class parents showed more interest than working class parents concluding that the parent’s interest was the most important factor affecting achievement. Barry Sugarman thought that there were social class subcultures were norms, values and attitudes were typical of each class. He described the working class subculture as three things, firstly fatalistic. This is the attitude that the working class accept their situation rather than working forward to improve it, they stay stationary and think that they cannot improve. Secondly the working class subculture is present-time oriented. This is the attitude of living for the moment rather than planning for the future. Sometimes having the attitude of ‘ living for the weekend’ and forgetting about the consequences. Thirdly, concerning immediate gratification. This is the attitude of taking pleasures now rather than making sacrifices for the future. For example, spending money all at once and not saving for the future. These differences in class subcultures were seen to place pupils from working class backgrounds at a disadvantage. For example, fatalism will not encourage pupils to improve their grades and present time orientation and immediate gratification will discourage sustained effort for examination success. All these attitudes provoke

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