• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

In the 15th Century the idea of 'schooling' began, the church ran the schools

Extracts from this document...

Introduction

In the 15th Century the idea of 'schooling' began, the church ran the schools. This was not available to all children; mainly boys from wealthy families could attend. It was not until the 1870s when the state became involved in the running of schools, and education was made compulsory. Mass schooling was introduced to treat people fairly and to produce a skilled work force, girls and boys were taught separately. Girls were trained in domestic competence, whilst boys were taught technical skills. Though both had ethnocentric teaching, they were taught the religion, norms and values of their own culture. After the Second World War to create a 'land fit for heroes', Butlers Education Act of 1944 introduced 'secondary education for all'. This had no effect on the wealthy, as their children continued to attend private schools. Though it aimed to abolish class-based inequalities within education, by providing three types of school, where children would attend based on their ability, know as the tripartite system. The three types of school were: * Grammar schools for the academic * Secondary technical schools for the artistic/creative * Secondary modern schools for everyone else The principle of this system was to give equal opportunities to all, no matter which class they were, based on their academic ability. ...read more.

Middle

A pupil can also be given a label from their behaviour, such as 'trouble maker' or 'thick', either at home or school. This can damage a child's self esteem or make them rebel, which leads to them believing the label they have been given, this is called the 'Self-fulfilling prophecy. For what ever reason they were given the label, they find it hard to be looked at without the label, so end up behaving in a way that fits to their given label. Working class not only have had inequalities in the past but also still do today. Although there are more opportunities in the education system, home life also plays large impact on how well a child does achidemically at school. Douglas (1964) conducted a study on middle and working class children through primary and secondary school. He found that children of a similar measured ability at age 7 varied a great deal in their educational achievement by the time they were 11. He claimed that the greatest influence on attainment was parental attitudes in the working class. He measured this by the number of times these parents visited the school, family size, early child-rearing practises, health and the quality of the child's school. ...read more.

Conclusion

Many of these children have professional backgrounds, so have good role models and supportive parents and they also have material advantages. Differences in the achievement between gender, race and class will continue to be compared, though surely the person should be treated as an individual. Post-modern thinkers such as Elkind (1998), suggest 'a key characteristic here is the idea of difference and, in a sense, the fragment of identities. In other words, students want to be recognised and treated as unique individuals rather than as groups', (Livesey et al, 2005). Although a students background may effect their achievement, as evidence suggests, it must be remembered that everyone is an individual with their own abilities, no matter what race, class or gender they are, have the potential to achieve in education. A girl, black or white from a working class background may not have had any opportunities for a good career after education 50 years ago, due to inequalities in the system, but this is not the case today. Overall the educational achievements for all groups of people have improved. There will always be some people in all of the groups mentioned previously, that 'fail' in education, as a result of 'self-gratification' and 'now culture', they are more focused on 'living for the moment', and not thinking about how their actions during their education can effect their future life. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Work & Leisure section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Work & Leisure essays

  1. Assess the strengths and limitations of participant observation for the study of labelling in ...

    This means results are not always accurate especially from overt studies where the participants are told they are being watched which may cause them to behave artificially to what they normally would. Another limitation comes from Delamont (1984) who does not believe that pre-deciding categories for behaviour and limiting how

  2. a) With reference to the Items and elsewhere, assess the view that the introduction ...

    These have been commented on by many sociologists. The main factor in the weakening of the local education authorities was the Educational Reform Act of 1988. Three methods in which the local administration of the local management of school, grant maintained schools and open enrolment. The local management of schools is the system under which schools are under

  1. Find out what subjects girls study more in higher education as well as for ...

    The sociological concepts that I can identify are Gender, Age, class and religion. The sociological concepts that I will be operationalizing in my project are Gender and Age. These concepts will be included in my questionnaires by asking at

  2. What were the lives of people like in the 19th century cities?

    * No woman to work in a mine. * Inspectors to make sure rules are followed. 1844 Factory Act #2 * Women to work 12h a day maximum. * Machinery fenced in for safety reasons. 1845 Calico Print Works Act * Children under 8 not to be employed.

  1. Assess The View That Material Deprivation Is The Most Important Barrier To Educational Attainment.

    Jobs therefore tend to be limited to a "good trade". Hyman found that members of the working class believe that there is less opportunity for personal advancement. This belief is probably the basis for the lower value placed on education and high occupational status.

  2. Examine the Reasons for Differences in Educational Achievement between Different Ethnic Groups

    The multicultural education movement attempted to encourage the teaching of world religions and the addition of black and Asian writers in literature. However, since 1988, the national curriculum has reversed by using large proportions of Christian teaching and the study of Shakespeare and pre-twentieth century authors.

  1. Examination of the Functionalist view that schools serve the interests of both society and ...

    Through this, schools instil the value of achievement and the value of equality of opportunity. Parsons says that in America these are the main values. The value of achievement is taught through rewards for doing well in exams and schoolwork and encourages children to strive to do their best.

  2. Multi-agency working

    Child Protection in a Leeds case did not achieve its porous when "Child E" took their own life. This review examined the circumstances around the life of a teenager who took his own life. Child E suffered a troubled childhood and adolescence, and several agencies had had involvement.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work