To what extent is educational achievement determined by a student’s intelligence and effort?
Cambridge
O level and GCSE
2023
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Outline for Essay: To What Extent is Educational Achievement Determined by a Student's Intelligence and Effort?
I. Introduction
State the essay topic and provide a brief overview of the arguments for and against the role of intelligence and effort in educational achievement.
II. Arguments for the Role of Intelligence and Effort
a. Inherent differences in intelligence and its impact on performance
b. IQ tests and their use in education
c. Meritocracy and the belief in success based on ability
d. Examples of social mobility through hard work and intelligence
e. Universal standards and national curriculum offering equal chances
f. Sorting by ability to foster professional careers
g. Comprehensive schools providing opportunities for intelligent and hardworking students
III. Arguments against the Role of Intelligence and Effort
a. Social class disparities and educational inequality
b. Racism and its impact on minority ethnic groups
c. Gender bias and its favoritism towards boys
d. School-related factors including labeling and institutional practices
e. Peer group influence and subcultures
f. Home factors such as parental engagement and community support
g. Material factors like family wealth and access to resources
h. Multifaceted nature of educational success beyond a single factor
IV. Interplay of Multiple Factors
Discuss the complex interaction of intelligence, effort, and other factors in educational achievement.
V. Conclusion
Summarize the arguments presented and state a balanced conclusion on the extent to which intelligence and effort determine educational achievement.
To what extent is educational achievement determined by a student’s intelligence and effort?
The role of intelligence and effort in educational achievement is a complex and multifaceted issue. While some argue that natural ability and hard work are the primary determinants of success in education, others contend that social factors play a more significant role. This essay will examine both sides of the argument, exploring the interplay between intelligence, effort, and social factors in shaping educational outcomes.
Arguments for Intelligence and Effort
Proponents of the view that intelligence and effort are paramount in educational achievement often cite the concept of meritocracy. Functionalists, for example, believe that society is structured in a way that rewards talent and hard work. They argue that educational systems, through standardised tests and curricula, provide a level playing field where individuals can succeed based on their abilities and efforts. The use of IQ tests in some education systems is often cited as evidence of this perspective. For instance, the 11+ exam in the UK is used to select students for grammar schools, which are often seen as pathways to higher education and professional careers. This system, in theory, allows for social mobility, enabling students from disadvantaged backgrounds who demonstrate high intelligence and work ethic to access better educational opportunities.
Furthermore, the existence of comprehensive schools, which aim to provide equal opportunities for all students regardless of background, is often presented as evidence that intelligence and effort can triumph over social barriers. In these settings, it is argued that students who are bright and hardworking are more likely to excel, regardless of their socioeconomic status.
Arguments against Intelligence and Effort
However, critics argue that focusing solely on intelligence and effort ignores the pervasive influence of social factors on educational achievement. Marxists, for example, contend that social class is a major determinant of educational outcomes. They argue that children from working-class backgrounds face material and cultural disadvantages that hinder their educational progress, regardless of their inherent abilities. These disadvantages might include limited access to resources like private tuition, books, and even a quiet study space, factors that are often taken for granted by their more affluent peers.
Moreover, factors like teacher labelling and institutional practices within schools can disproportionately impact students from certain backgrounds. For instance, studies have shown that teachers may unconsciously hold lower expectations for students from minority ethnic groups, leading to a self-fulfilling prophecy where these students internalise these low expectations and perform below their potential. This highlights how social dynamics within the education system itself can overshadow individual intelligence and effort.
Furthermore, the influence of home factors, such as parental engagement in education and the value placed on academic achievement within the family and community, cannot be overlooked. Children from homes where education is highly valued and supported are more likely to succeed, regardless of their innate intelligence. This support can manifest in various ways, from active involvement in homework to fostering a love for learning from a young age. Conversely, a lack of such support can be a significant impediment to educational achievement, even for those who are intelligent and capable.
Conclusion
In conclusion, while intelligence and effort undoubtedly play a role in educational achievement, to argue that they are the sole determinants is a simplistic and incomplete view. Social factors, ranging from socioeconomic background and cultural capital to institutional biases and family support systems, interact in complex ways to shape educational outcomes. To truly understand and address disparities in educational achievement, it is crucial to acknowledge and address the interplay of individual and social factors, ensuring that every student, regardless of their background, has a fair chance to succeed.
**Source: 15 0495/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 15 of 27 Question Answer Marks 2(e), Sociology Essay**Free Mark Scheme Extracts
To what extent is educational achievement determined by a student’s intelligence and effort?
Possible answers:
Arguments for:
Some people argue that some individuals are more intelligent than others, which may explain their performance in schools.
IQ tests are utilized in education to assess student intelligence and capabilities for school selection procedures, such as the 11+ exam for admission into high-achieving grammar schools.
Functionalists believe in meritocracy, allowing individuals to succeed based on their natural ability and efforts.
Social mobility is possible for those from underprivileged backgrounds and minority ethnic groups who are bright and work hard in education.
Universal standards and a shared national curriculum provide equal chances of success based on ability.
Functionalists believe in sorting students by ability using methods like setting and streaming to push bright students towards professional careers.
Comprehensive schools offer equal educational opportunities for students from diverse backgrounds, allowing intelligent and hardworking individuals to excel.
Any other reasonable response.
Arguments against:
Social class disparities affect educational achievement, attributing lower achievement in the lower classes to inequality rather than effort or ability (Marxism).
Minority ethnic groups may face educational challenges due to racism rather than lack of effort or intelligence.
Gender bias in education may favor boys over girls, leading to unfair advantages regardless of intelligence or effort (feminism).
School-related factors such as teacher labeling, school type, and institutional practices can influence educational achievement.
Peer group pressure and subcultures may impact pupil achievement.
Home factors like parental engagement, community support, and the value placed on education can impact educational achievement.
Material factors like family wealth can influence educational achievement, impacting access to private tuition, resources, internet, study space, etc.
Education success is likely influenced by the intersection of multiple factors rather than a single factor like ability.
Any other reasonable response.
*Source: 15 0495/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 15 of 27 Question Answer Marks 2(e)*