Student’s ability to learn and progress is implemented through their schooling life. It plays an integral part in to the formation of an individual as it is a place where there is an expectation that it will raise all students’ standards and be a place of equal opportunity. Through the reading of various journal articles, one could suggest that social class is a prime factor when assessing a pupil’s educational outcome. Social class plays an integral part of life and can be reflected in school and the opportunities that develop because of this. Whilst efforts are being instigated to overcome this preconception, with policies outlining a change, there is an attitude not only by schools but families who feel that social class is a deterrent and
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This theory implies that regardless of capabilities a child will always be defined through social class rather than their own ability. This highlights the lack of escapism from social class regardless of aptitude. There is also a perception that even if a lower class child defies the odds and attains a good level of education, unfortunately because of their circumstances, they will not be able to proceed and further their education. Statistics reinforce this as “only about 2% of third level students are from lower working class”(Dunne 2008). Their motivation to achieve may be lessened if they do not believe there is a chance for them to continue with their studies, this also queries their motivation. Although scholarships are there, these are limited and only avail to few students. Thus a negative approach to schooling is stemmed and a resistance to attain any passion for a professional, educated future is succumbed. As noted, many factors “act as ‘barriers’ to full participation in higher education” (Lynch & O’Riordan, 1998). Whilst financial difficulties can be a major impact in attaining educational opportunities, the perception from lower classes is to resist education and thus the educators. Disinterested lower class pupils are placed in classes together, thus a feeling of …show more content…
As can be noted in the above writings, social class is part of the society we have become accustomed to. As a teacher, there will be many different components in the makeup of a classroom. To succeed and create a binding classroom unit, with children from all social groups, there must be cohesion and a strong relationship between everyone, not only the teacher and students but also from the students themselves. Indeed creating and developing a uniqueness in oneself is integral in the formation of a child, however to also create a similarity amongst all is important too. As stated by Máiréad Dunne and Louise Gazely in their writings; “teacher reluctance to explicitly acknowledge pupils ‘social class identities helped to maintain the educational conditions in which middle-class pupils were encouraged to achieve while the underachievement of many working-class pupils was normalised.” (Dunne et al 2008, 452). As a teacher, there will be a strive to create a positive self -image and for each child to be proud of their own history and background. Passon and Elliot (1968) discuss that some characteristics were identified by the lower class as being ‘culturally deprived’, therefore to reinforce a positive
This theory implies that regardless of capabilities a child will always be defined through social class rather than their own ability. This highlights the lack of escapism from social class regardless of aptitude. There is also a perception that even if a lower class child defies the odds and attains a good level of education, unfortunately because of their circumstances, they will not be able to proceed and further their education. Statistics reinforce this as “only about 2% of third level students are from lower working class”(Dunne 2008). Their motivation to achieve may be lessened if they do not believe there is a chance for them to continue with their studies, this also queries their motivation. Although scholarships are there, these are limited and only avail to few students. Thus a negative approach to schooling is stemmed and a resistance to attain any passion for a professional, educated future is succumbed. As noted, many factors “act as ‘barriers’ to full participation in higher education” (Lynch & O’Riordan, 1998). Whilst financial difficulties can be a major impact in attaining educational opportunities, the perception from lower classes is to resist education and thus the educators. Disinterested lower class pupils are placed in classes together, thus a feeling of …show more content…
As can be noted in the above writings, social class is part of the society we have become accustomed to. As a teacher, there will be many different components in the makeup of a classroom. To succeed and create a binding classroom unit, with children from all social groups, there must be cohesion and a strong relationship between everyone, not only the teacher and students but also from the students themselves. Indeed creating and developing a uniqueness in oneself is integral in the formation of a child, however to also create a similarity amongst all is important too. As stated by Máiréad Dunne and Louise Gazely in their writings; “teacher reluctance to explicitly acknowledge pupils ‘social class identities helped to maintain the educational conditions in which middle-class pupils were encouraged to achieve while the underachievement of many working-class pupils was normalised.” (Dunne et al 2008, 452). As a teacher, there will be a strive to create a positive self -image and for each child to be proud of their own history and background. Passon and Elliot (1968) discuss that some characteristics were identified by the lower class as being ‘culturally deprived’, therefore to reinforce a positive