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Critically Examine the view that factors to do with ‘the school’ that are mainly responsible for class differences in educational achievement

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Introduction

Critically Examine the view that factors to do with 'the school' that are mainly responsible for class differences in educational achievement. Some researchers will argue that "the quality of a school is far more important that ethnicity in accounting for educational attainment." There are many arguments against this statement. In the past league table results, we can see that different secondary schools achieved very different results with children of similar background and ability. The first two years of secondary schooling indicate that schools have far more influence that ethnicity on examination results. However, some people may argue that the true intelligence of a child can not be shown in examination results due to many factors such as parental pressure and nerves etc. ...read more.

Middle

The same range of intelligence would be present in the group. Another point strongly argued point by sociologists is that the costs of education today, can drastically have an effect on a child's success in the world of schooling. The social class of a child's parents makes a definite impression. It was a common known fact that working class children left school at the minimum requirement age whereas the middle or upper class children continued their education and therefore had a better chance of getting a higher and more qualified job which paid more money to live in as a higher class of living. It was, and still is a never ending cycle that continuously repeats itself. It was a very big expense for parents to support a child in education of the ages between 16 and 18, so even if a working ...read more.

Conclusion

The net of setting and streaming was to the advantage of those in the higher groups and was to disadvantage those in the lower groups. Working class children were also put to the disadvantage of teachers using a specific speech code. These children were restricted with a particular speech code, however, the middle class and upper class children were fluent in both the basic and elaborate speech codes and the teachers tended to use the elaborate codes. The working class children were less likely to understand what the teachers say and they were then more likely to be misunderstood and criticised for what they themselves say. Extreme versions of cultural deprivation theory see the speech patterns of those at the bottom of the social class system as inferior and inadequate. They are seen as a major cause of educational failure. Shara Tochia ...read more.

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