People would not spend many thousands of pounds on this wide range of educational services if it did not pay any dividends in improved results. Working-class children may have preferred immediate gratification, been less concerned with social mobility and have parents more interested in them finding work than continuing in education because that was realistic.
If working-class children predominantly do not succeed as well in school and are less likely to go onto higher education, etc. Furthermore, it might sometimes simply be a material necessity. As such what might at first appear to be a cultural phenomenon might in fact be a reaction to or a result of material factors. Company Reg no: VAT reg no Main menu.
Subjects Shop Courses Live Jobs board. View shopping cart. View mytutor2u. Account Shopping cart Logout. Explore Sociology Sociology Search. Explore Blog Reference library Collections Shop. The Education Committee will speak to experts about the impact of regional differences and whether where children live affects the attainment and life chances of white working-class children.
Members will also consider the importance of high-quality early years provision for this group, and how best to support families and children in their formative years. The committee is likely to ask the panel questions regarding the challenges of ensuring early year and childcare professions can meet the needs of disadvantaged children. The Committee's call for written evidence will run alongside the continuing work on how the COVID pandemic is affecting the education system and the implications for the most vulnerable in society.
This is an initial step in a series of inquiries that the Committee will undertake on the issues faced by disadvantaged and left behind groups and how they can best be supported. This work will be all the more important given that these groups are likely to be disproportionately impacted by the implications of COVID on education and children's services.
In addition to the effects of the COVID outbreak, the inquiry will focus on the reasons behind the differences in attainment and the impact this has on society. It will also look at what the priorities should be for tackling underachievement.
The inquiry fits into the Committee's theme of supporting disadvantaged groups and the ladder of opportunity. The outbreak will have a particularly heavy bearing on those from disadvantaged groups. It is therefore vital that we continue to work to ensure they are properly supported and remain absolutely determined that this unprecedented national crisis does not set back efforts in tackling the social injustices faced by too many groups.
There is a worrying trend of white pupils from poorer backgrounds underperforming compared with their peers. Such gaps in learning seriously limit young people's potential to get on in life and more must be done to tackle this very real social injustice. While our initial focus is on white working class pupils, we will not forget other disadvantaged groups and the Committee will be looking across the board at those being left behind.
At this difficult time for families, everything possible must be done to ensure the most disadvantaged children do not fall off the education ladder of opportunity completely.
The Committee is inviting submissions on the following questions:. The extent of underachievement for white pupils who are eligible for FSM free school meals , and how well the DfE's statistics including Progress 8 measures capture that. Refresh this page. Featured Voices. In its role as the national workforce development body for leaders in. But there is also a cultural isolation.
A study last year showed that a third of young unemployed youngsters rarely left their own homes, marooned by the shifting economic sands. There have also been major demographic changes. In London, where the white working class pupils have the least bad results, they are now a small minority. In the 14 central London boroughs, fewer than one in five primary school children are in the category of "white British".
The working class will be an even smaller minority within that minority. The numbers are working against their influence. Another set of figures published on Wednesday showed the pivotal link between education, aspiration and jobs.
The Office for National Statistics showed that people without any qualifications were twice as likely to be unemployed as those with a qualification. That one single piece of paper, passing a single exam, halved the likelihood of unemployment. Education has become the gateway to jobs, more than ever before.
This will account for the lower level of educational attainment. JWB Douglas suggests that poor living conditions contribute to educational failure, known as cultural deprivation theory. Material deprivation also adds to this inequality. It is enhanced by the fact that financial costs incurred in order to remain in education make it impossible, as many working class families simply cannot afford it.
A middle class child would be more likely to have its own room or a quiet place to study. Where as some working class children were living in poor conditions, possible increased overcrowding leading to poor diet, illness and unauthorised absences from school. This would inevitably lead to underachievement. Another factor that is quite common within working classes is that they tend to live within large families, so the attention and time they may need and crave from their parents has to be spread about amongst a multiple numbers of siblings.
Douglas has seen in middle class households that if a child is given individual attention and encouragement this will then lead to a higher standard of learning. Tessa Blackstowe and Jo Mortimore strongly criticise Douglas and point out that working class parents are more likely to have to work unsociable or awkward hours so are often unable to attend open evenings and school functions.
The way in which a working class parent interacts with teachers could also be misconstrued, as hearing criticism from an authority figure may be hard for them to handle if they themselves have bad school day memories. Under the comprehensive system, all state educated pupils attend the same type of school but this does not mean that they all receive the same type of education.
Initially the only information a teacher has regarding a pupil is what catchment area they originate from. Hargreaves and his colleagues, Hester and Mellor distinguished that there are three types of classification and typing - speculation, working hypothesis and stabilisation.
Hargreaves argues that teachers make sense of, and respond to pupils in terms of these types. He suggests that in modern Britain we are very far from shared values within education. The labelling and the self-fulfilling prophecy concentrates on the effects upon the individual although it has been argued that the exact same effects can be observed in whole groups.
This will affect the attitude of both the teacher and the pupil in the way that they interact with each other. Howard Becker was one of the first to study the reasons why teachers classify pupils in a certain way. This pupil was to be highly motivated, intelligent and well behaved. This criteria fits a middle class pupil. As a result the working class pupil was labelled unlikely to succeed.
This interpretive approach was seen as narrow-minded, it was thought that a wider society should have been analysed. If social structure and social action had been studied, a comparison of the two could have been used. For the middle class pupil there is a progressive development towards verbalising and making explicit, subjective content, whilst this is not the case for the working class pupil. This is not necessarily the result of a deficiency of intelligence but comes from a consequence of the social relationship acting through the linguistic medium.
Therefore, speech is inhibited and vague of expression and repetition is promoted. This in turn leads to underachievement. Children from middle class backgrounds often have access to both codes making comprehension in the classroom understandable.
His research shows that black American speech patterns are not sub-standard versions of English. He insists that they are rich in imagery and metaphors. Stephen J Ball studied the internal organisation of a comprehensive school.
Information was given from primary schools, which placed pupils in one of three bands. Banding and streaming are ways of grouping pupils according to their predicted ability. Ball observed that most pupils were conformist and eager when they first entered the school, but gradually the behaviour of the pupils began to slide. They were banded accordingly. Band 1 was seen as likely to be hard working, band 2 were expected to be dedicated but could have some learning difficulties, band 3 were expected to be the most difficult to teach and the least interested and unlikely to co-operate.
0コメント