Outline two factors external to schools that may affect social class differences in educational achievement.
AQA
A Level
2024
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Outline: Factors External to Schools Affecting Social Class Differences in Educational Achievement
This essay will explore two significant factors external to schools that contribute to social class disparities in educational achievement. Firstly, the influence of cultural capital, specifically the differing levels of knowledge, skills, and values possessed by middle-class and working-class families, will be examined. Secondly, the impact of parental attitudes towards education, including their aspirations and expectations for their children, will be discussed. These factors, acting outside the classroom, play a crucial role in shaping educational outcomes for individuals from different socioeconomic backgrounds.
1. Cultural Capital
1.1 Definition and Transmission
Cultural capital refers to the non-material resources, such as knowledge, skills, and values, that individuals acquire through their socialisation. It is a powerful force shaping educational attainment. Middle-class families tend to possess higher levels of cultural capital, often due to their access to resources and their social networks. This cultural capital is transmitted through various means, including:
- Home environment: Middle-class homes often provide stimulating environments with books, educational trips, and intellectual conversations, fostering a love of learning.
- Parental involvement: Middle-class parents are more likely to attend school events, communicate with teachers, and support their child's education through active engagement.
- Language: Middle-class families typically use the "elaborated code" of language, characterized by complex sentence structure and a wider vocabulary, which is advantageous in academic settings.
1.2 Impact on Educational Achievement
The possession of cultural capital translates into a significant advantage for middle-class students in the education system. They are more likely to:
- Understand the implicit rules and expectations of the educational system.
- Feel comfortable navigating the academic environment.
- Perform well in exams and assignments, given their familiarity with the language and content.
- Secure higher grades and achieve greater educational success overall.
In contrast, working-class students may face challenges in accessing the same level of cultural capital. This can lead to feelings of alienation and disengagement from the school system, ultimately leading to lower educational outcomes.
2. Parental Attitudes towards Education
2.1 Socioeconomic Differences in Attitudes
Parental attitudes towards education are strongly correlated with social class. Middle-class parents tend to hold more positive attitudes towards education, placing a high value on educational achievement for their children. These attitudes are reflected in:
- Aspirations and expectations: Middle-class parents often aspire for their children to achieve higher education and professional careers, and they set high expectations accordingly.
- Investment in education: Middle-class parents are more likely to invest time and resources in their children's education, such as enrolling them in private schools, hiring tutors, or providing educational opportunities beyond the classroom.
- Communication with school: Middle-class parents are more likely to be actively involved with the school, attending meetings, communicating with teachers, and advocating for their children.
2.2 Impact on Educational Attainment
The strong parental attitudes towards education within middle-class families create a supportive and encouraging environment for children who are likely to:
- Perceive education as valuable and rewarding.
- Develop a strong work ethic and motivation to succeed academically.
- Achieve higher academic results, as parental support and encouragement contribute significantly to student success.
Working-class families, on the other hand, may face financial constraints and have lower expectations for their children's educational attainment, which can lead to a weaker link between parental involvement and student achievement.
3. Conclusion
The significant differences in cultural capital and parental attitudes towards education between middle-class and working-class families play a significant role in shaping educational outcomes. These external factors create an uneven playing field, impacting the chances of success for students from different socioeconomic backgrounds. By acknowledging and addressing these disparities, the educational system can strive to create fairer and more equitable opportunities for all.
Factors External to Schools Affecting Social Class Differences in Educational Achievement
Social class significantly impacts educational attainment, with students from privileged backgrounds consistently outperforming their less advantaged peers. While schools themselves play a role, numerous factors external to the school environment contribute to this persistent inequality. This essay will examine two such factors: financial capital and cultural capital, illustrating how they perpetuate social class differences in educational outcomes.
Financial Capital
Financial capital refers to the economic resources available to individuals and families. Middle-class parents, due to their generally higher incomes and savings, can invest heavily in their children's education in ways that working-class families often cannot. This includes access to resources like:
- Private tuition: Hiring tutors provides additional support and personalized learning experiences, boosting academic performance.
- Educational resources and technology: Purchasing books, computers, and internet access creates a stimulating and supportive learning environment at home.
- Extracurricular activities: Participation in sports, music lessons, or educational trips broadens children's horizons and develops valuable skills.
These experiences can significantly enhance a child's cognitive development, academic skills, and overall educational attainment. In contrast, children from financially disadvantaged backgrounds may lack access to these resources, placing them at a significant disadvantage in their education. For example, overcrowded housing conditions might not offer a quiet space for studying, while the inability to afford extracurricular activities can limit opportunities for social and intellectual development. This disparity in access to resources contributes to the achievement gap between social classes.
Cultural Capital
Cultural capital, a concept introduced by Pierre Bourdieu, encompasses the knowledge, skills, language, and values that are valued by the education system. Middle-class families tend to possess more cultural capital, transmitting it to their children through various means:
- Elaborated code: Middle-class children are more likely to be exposed to the "elaborated code" of language, characterized by complex sentence structures and a wider vocabulary. This code is favored in educational settings, giving them an advantage in comprehension, communication, and academic performance.
- Parental attitudes and expectations: Middle-class parents often prioritize education and instill high aspirations in their children. They are more likely to be actively involved in their children's schooling, attending parent-teacher meetings and providing support with homework. This active engagement reinforces the value of education and encourages academic achievement.
- Cultural experiences: Middle-class children are more likely to be exposed to cultural experiences like museum visits, theatre performances, and travel. These experiences broaden their knowledge base, develop critical thinking skills, and enrich their understanding of the world – all of which are highly valued within the education system.
These advantages in cultural capital provide middle-class children with a "head start" in education. They are better equipped to navigate the educational system, understand its expectations, and meet its demands. Consequently, they are more likely to succeed academically compared to their working-class counterparts, who may lack these cultural advantages and struggle to adapt to the middle-class norms that dominate the education system.
Conclusion
In conclusion, financial and cultural capital are two significant external factors that contribute to the social class achievement gap in education. Financial resources provide access to opportunities and support that directly enhance learning, while cultural capital equips students with the knowledge, skills, and dispositions valued by the education system. Addressing these inequalities requires policies that aim to alleviate financial burdens on working-class families and bridge the cultural capital gap, ensuring that all students have an equal opportunity to succeed regardless of their socio-economic background.
Free Mark Scheme Extracts
Financial Capital
(1 mark); middle class parents may be able to afford the equipment and experiences that contribute to high levels of educational achievement (+1 mark).
Poor Housing
(1 mark); overcrowding in working class homes may mean there is no quiet place to study leading to lower levels of educational achievement (+1 mark).
Parental Attitudes towards Education
(1 mark); middle class parents may be more likely to value educational achievement for their children (+1 mark).
Linguistic Codes
(1 mark); middle class children are more likely to use the elaborated speech code which contributes to high educational achievement (+1 mark).
Subcultural Values
(1 mark); working class subcultural values such as immediate gratification and fatalism may contribute to lower levels of educational achievement (+1 mark).
Cultural Capital
(1 mark); middle class children are more likely to have the knowledge and experiences that improve educational achievement (+1 mark).