Marxism views on inequality on education are particularly strong. Bourdieu calls the process of education ‘Cultural Reproduction’ relating to Dennis Smith statement that it is the distribution process of society preparing individuals for the inequality of life. Children are channelled into similar positions as their parents meeting society’s needs. Bourdieu also stated that middle class children acquire ‘cultural capital’ as they have a head start in life. Yet Marxism argues that the middle class have complete control over this process, called ‘Cultural Capital’ concluded by Gramsci. Althussar states that education is part of the ‘ideological state apparatus’, which justifies and legitimises the capitalist society.
Due to the evident social class division caused by the Tripartite System, it was gradually phased out as comprehensives came into action the first one opening in 1952, and was supposed to abolish inequality. However it appears to have failed. Julienne Fard discovered that depending on location, determined the quality of education received. In deprived inner city schools they did not achieve the same level as supposedly middle class schools in the suburbs. It was stated that ‘comprehensives were the tripartite system under one roof’.
It was also found that another inequality occurred relating to academic ability. Dale & Griffith investigated and found that working class children were predominantly in the lower streams, and those that did achieve were most likely to be friends with middle class pupils. This apparent new division was caused by the ‘New Directions’ scheme which introduced setting and streaming bringing with it academic and social status. Again this was thought of legitimising inequality preparing for adult life and the inequality it brings, supported by Stanworth & Giddens who found that 60-90% of top positions were occupied by 5% of ex students that attended private schools. Labelling pupils also encouraged ‘self fulfilling prophesy’ stated Merton, suggesting that teachers with low expectations of pupils de-motivated the pupil and so they didn’t try to achieve.
The solution was not to stream or set, this too caused problems. Nell Keddie’s – ‘Classroom Knowledge’ found that informal streaming still took place. The teachers formed their own perceptions of students and this was shown in the interaction, which took place. Supported by Hargreaves, who observed that pupils are typed in the teachers minds by many different aspects and are therefore judged in the future by the perception the teacher has issued them with. Because of this banding, Ball states that the inequality is formed. When initially banded most students are conformist but because of typing either by academic or social class, progressive deterioration occurs and self-fulfilling prophecy becomes evident. Although the streaming tends to improve achievement in the top bands, Hallam & Toutounji found that it suppresses the achievements in the lower sets and it has a detrimental affect on self esteem causing problems not only within the school environment but outside as well.
Gender and racial problems also become an issue when dealing with inequality. Rex & Tomlinson stated that the ethnic groups were disadvantaged and discriminated because of their colour. Greene and Tomlinson supported this finding that black under achievement is because of low teacher expectations – self-fulfilling prophesy. However not all ethnic minorities experience low expectations as Brah & Minhas found. Teacher’s expectations of Asian pupils are to be courteous and hard working. Also including the gender issue they also found that Asian girls are often over looked. Byrnes highlighted the unequal government spending on girls in education, although perhaps this is not so applicable today as girls continue to achieve higher than boys.
In reference to all the above theories it is impossible to pinpoint one primary reason for inequality as too many factors are involved. It is only to be concluded that socialisation starts at home and perhaps the importance of education is not instilled enough into the individuals. However this can always be counter argued that even the brightest and most hard working student will find it hard to achieve in an crowed class room with little or no facilities, or if they are de-motivated because of teachers expectations. Nevertheless as the education system evolves inequalities are being reduced with more working class students getting to university and the gender issue not being a real focus anymore. The racial element is still evident however, and perhaps that is the next concern to be addressed.
