Assess The Claim That Class Differences In Educational Achievement
ASSESS THE CLAIM THAT CLASS DIFFERENCES IN EDUCATIONAL ACHIEVEMENT ARE PRIMARILY THE RESULT OF EXTERNAL FACTORS.
In this essay external factors will be assessed. On average, children from middle-class families perform better than working class children. The gap between the grade percentages grow wider as children get older. It is proven that 77% of children from a higher professional background achieve five or more A*-C at GCSE. Whereas only 35% children from a routine background achieve five or more A*-C grades at GCSE. These statistics show that there is a persistent gap in the achievement levels of working class and middle class pupils.
There are two factors related to home background that sociologists argue may lead to differences in a pupils educational achievement. The first is CULTURAL FACTORS. Some sociologists argue that most of us begin to acquire the basic values, attitudes and key skills that are needed for educational success through primary socialisation in the family. However, these sociologists also believe that many working class families fail to socialise their children in the right way. Therefore these children are ‘culturally deprived’. The three main areas of cultural deprivation are intellectual development, language, and attitudes and values.
Intellectual …show more content…
Working class parents may be less ambitious because they have seen how their peers and family members have ‘turned out’ and think there is no point in focussing on education because none of their peers/family members achieved in education and they’re getting on with their lives. Working class parents may show less interest as they personally don’t enjoy their lives, there is no motivation to even get out of bed in the morning, let alone push for their child to do well in
In this essay external factors will be assessed. On average, children from middle-class families perform better than working class children. The gap between the grade percentages grow wider as children get older. It is proven that 77% of children from a higher professional background achieve five or more A*-C at GCSE. Whereas only 35% children from a routine background achieve five or more A*-C grades at GCSE. These statistics show that there is a persistent gap in the achievement levels of working class and middle class pupils.
There are two factors related to home background that sociologists argue may lead to differences in a pupils educational achievement. The first is CULTURAL FACTORS. Some sociologists argue that most of us begin to acquire the basic values, attitudes and key skills that are needed for educational success through primary socialisation in the family. However, these sociologists also believe that many working class families fail to socialise their children in the right way. Therefore these children are ‘culturally deprived’. The three main areas of cultural deprivation are intellectual development, language, and attitudes and values.
Intellectual …show more content…
Working class parents may be less ambitious because they have seen how their peers and family members have ‘turned out’ and think there is no point in focussing on education because none of their peers/family members achieved in education and they’re getting on with their lives. Working class parents may show less interest as they personally don’t enjoy their lives, there is no motivation to even get out of bed in the morning, let alone push for their child to do well in