Social Class Differences in Education Essay Example for Free

Social Class Differences in Education EssayThe claim that hearty kinfolk differences in education through take aimhouse f serveors is back up by the interactionists such as George H. Mead. They believe that labelling theory encourages the educational achievement in variant social classes. The labelling theory is when the teacher identifies major characteristics of a schoolchild. Research shows that teachers ar more likely to label centerfield class children as bright and well behaved yet working class children as naughty and disruptive. chase the label being attached on the child is self fulfilling prophecy, this is when the child will respond and act according to the label being placed on them, so a middle class student will act well behaved and complete the work that is set whereas the working class student will disrupt and non complete the work set and therefore not do well in exams. This shows that labelling working and middle class students affects the educational achievements because of their social class. However George H.Mead can be criticised by corporal/cultural deprivation. Material deprivation is when the child doesnt have the right equipment for school e. g. books, and cultural deprivation is when the children havent been given over over the correct norms and values for attitudes to education. This shows that it is not just school factors that affect the differences in education achievement but it is also home factors. Marxists such as Willis would argue that counter school subcultures are the reason wherefore different social class are achieving and underachieving.He claims that working class boys reject the whole thinker of school and contain school as a place of laughs and a matter of amusement because they do not have the correct norms and values, the suck schools as boring so the disrupt lessons and breaking school rules. This behaviour will lead to low grades and therefore low pay jobs in the future. This shows that dif ference in social class results to different educational achievement.It can be argued that the working class children do not think about the uture also known as cultural capital, working class children only see how they should enjoy themselves in the present time and not what the rewards of education will be later on in life, this could be due to the rise in lone parent mothers and boys do not see a role model father and therefore do not value education, this shows that it is not only school factors that affect the educational achievement but it is home factors as well.Gillborn and Youdell argued that examination sets are divorce into two tiers, foundation and higher. Pupils that are entered for the foundation paper can not achieve higher than a C, pupils who are entered in for the higher paper are able to achieve A*. middle class students are more likely to be entered in the higher paper and working class are placed in the foundation. This shows that educational achievement is bec ause of school factors and that working class pupils are not given a fair opportunity to education.However Sugarman would argue that educational achievement is not only because of school factors it is also home factors this could be due to class subcultures. He describes working class pupils as fatalist and that they accept their position rather than exploiting to improve this. Pupils are not given the motivation for parents to try and improve. Evidence shows that there are may reasons why difference in social class leads to different educational achievements so therefore evidence remains inconclusive.