To what extent does family background influence educational achievement?
Cambridge
O level and GCSE
2019
👑Complete Model Essay
Free Essay Plan
Outline
I. Introduction
A. Thesis statement: Family background plays a significant role in influencing educational achievement.
II. The Role of Material Factors
A. Economic status and educational disparities
B. Housing conditions and educational outcomes
C. Access to resources and support
III. The Influence of Cultural Factors
A. Parental values and educational expectations
B. Role models and aspirations
C. Cultural norms and educational beliefs
IV. Other Family Factors
A. Gender roles and educational attainment
B. Language differences and educational barriers
C. Family size and educational outcomes
V. Alternative Perspectives
A. Role of peer groups and subcultures
B. Teacher expectations and self-fulfilling prophecy
C. School policies and educational inequality
VI. Evaluation
A. Factors contributing to the strength of family influence
B. Factors mitigating the influence of family background
C. Limitations of research on family background and educational achievement
VII. Conclusion
A. Restatement of thesis statement
B. Summary of key points
C. Considerations for future research
To What Extent Does Family Background Influence Educational Achievement?
Family background can be a significant factor in shaping an individual's educational journey. While it is not the sole determinant of success, it can provide both advantages and disadvantages that influence a student's academic outcomes. This essay will explore the extent to which family background, encompassing factors like social class, culture, and ethnicity, can impact educational achievement.
Arguments for the Influence of Family Background
Material factors play a crucial role in educational attainment. Children from disadvantaged backgrounds often face obstacles such as overcrowded housing, limited access to resources like books and computers, and financial pressures that may lead them to take on part-time jobs. These factors can hinder their ability to focus on their studies and reach their full potential. For instance, a study by the Joseph Rowntree Foundation found that children eligible for free school meals (a marker of poverty) are significantly less likely to achieve five or more GCSEs at grades A*-C than their more affluent peers (Joseph Rowntree Foundation, 2016).
Cultural factors also contribute to the impact of family background. Bernstein's theory of language codes suggests that working-class families tend to use a "restricted code" characterized by simpler language and limited vocabulary, while middle-class families employ an "elaborated code" with more complex grammar and a wider range of vocabulary (Bernstein, 1971). This difference in language use can disadvantage working-class children in educational settings, where the elaborated code is favored.
Furthermore, the presence or absence of role models within a family can significantly influence a child's aspirations. If a child grows up in a family where higher education is valued and encouraged, they are more likely to see it as an attainable goal. Conversely, children from families with limited educational experience may not perceive education as a viable path to success.
Arguments Against the Sole Influence of Family Background
While family background undoubtedly plays a role, it is essential to acknowledge that other factors can mitigate or exacerbate its influence. School environment and peer groups can significantly impact a student's motivation and academic performance. A supportive school culture with high expectations and effective teaching can empower students from all backgrounds to succeed. For example, research has shown that schools with strong leadership and a focus on individualized learning can help close the attainment gap between students from different socioeconomic backgrounds (Education Endowment Foundation, 2020).
Teacher expectations can also influence student outcomes. The self-fulfilling prophecy suggests that when teachers hold low expectations for certain students, those students may internalize those beliefs and perform accordingly (Rosenthal & Jacobson, 1968). Conversely, high expectations can lead to the halo effect, where positive perceptions about a student lead to more favorable treatment and higher achievement.
Moreover, government policies can play a significant role in promoting educational equality. Initiatives such as early childhood intervention programs, targeted support for disadvantaged students, and scholarship programs can help level the playing field and provide opportunities for students from all backgrounds to succeed.
Conclusion
In conclusion, while family background can significantly influence educational achievement through material and cultural factors, it is not the sole determinant of success. School environment, peer groups, teacher expectations, and government policies all play crucial roles in shaping student outcomes. To promote educational equality, it is essential to address the disadvantages faced by students from disadvantaged backgrounds while also fostering supportive learning environments that empower all students to reach their full potential.
Free Mark Scheme Extracts
To what extent does family background influence educational achievement?
In interpreting 'family background', candidates may discuss factors such as ethnicity, religion, social class, locality, culture, etc. Candidates should show awareness of the ways that family background may influence educational achievement. This influence could be cultural and/or material. In evaluation, they should consider how these family factors may not influence educational achievement and discuss how other factors such as school/peer group can be influential instead.
Possible answers:
For:
- Material factors – children living in poverty are likely to be educationally disadvantaged i.e. over-crowded accommodation, part-time jobs, few resources to support education at home, etc.
- Cultural factors – members of the working class are thought to want immediate rather than deferred gratification and therefore value education less than middle-class parents.
- There may be an absence of successful role models in the family who have done well in education, and therefore this route is not seen as an option for many children.
- Bourdieu's theory of cultural capital – familiarity with literature, visits to museums and galleries, and knowledge of how the education system works are seen to advantage some children in education.
- Gender roles – girls may be socialised to see their future roles in terms of marriage and children and not in terms of educational success.
- Bernstein's theory – believes the working class use a restricted code and the higher classes use an elaborated code at home, which makes the 'world' of education far easier to access and be successful in.
- Minority students may be taught in a language that is not their home language and so may face problems of understanding and of written/verbal expression.
- Other reasonable responses.
Against:
- Pupil sub-cultures may be influential over educational achievement (pro or anti-school sub-cultures); the set/stream a pupil is in may be a very important factor in determining educational achievement.
- Teacher expectations may affect educational achievement through labeling and the self-fulfilling prophecy or the halo effect.
- Students in private schools typically achieve better educational qualifications than those in state schools, perhaps due to smaller class sizes, better resources, and better teachers.
- The ethnocentric curriculum may be a reason why ethnic minority students do less well in education than others.
- Schools can be seen as institutions that reinforce traditional gender roles through careers advice, subject choice, etc., and this can affect educational achievement.
- A culture of masculinity is encouraged in many peer groups, making it very difficult for males to be hardworking and studious in school.
- Government/school policy may influence educational achievement more than family background (e.g., girls aren't always sent to school/compensatory education, etc.).
- Other reasonable responses.
(15 Marks)
0495/22 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2019 © UCLES 2019 Page 13 of 27 Question Answer Marks 2(e)