Identify and explain one factor, other than debt, that may discourage students from poorer backgrounds from applying to university, raised as a concern in Item C.
AQA
GCSE
2021
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Outline: Factors Discouraging Students from Poorer Backgrounds from Applying to University
Introduction:
Briefly introduce the issue of social class disparity in higher education access.
Acknowledge debt as a significant barrier, but transition to focus on an additional factor from Item C.
Parental Encouragement and Attitudes (Main Body Paragraph 1):
Explain the Concept: Define parental encouragement and its influence on educational aspirations.
Link to Social Class: Discuss how parents' own educational experiences (or lack thereof) shape their perspectives on university.
Evidence and Examples: Use examples from Item C or sociological studies to illustrate how middle/upper-class parents may be more likely to promote university attendance despite debt due to long-term benefits.
Counterpoint: Acknowledge that not all working-class parents discourage university but may face different constraints (e.g., inability to provide financial support beyond tuition).
Immediate Gratification vs. Deferred Gratification (Main Body Paragraph 2):
Explain the Theory: Define both concepts and how they relate to decision-making (present vs. future rewards).
Social Class Context: Discuss how economic hardship can create a greater focus on immediate needs, making deferred gratification (like a degree) seem less appealing.
Examples: Provide examples from Item C or real-life scenarios of how students from poorer backgrounds might prioritize immediate income over long-term career goals.
Link to University: Connect this to university applications—the lengthy process and delayed rewards might seem less attractive to students facing immediate financial pressures.
Structural Failings of the Education System (Main Body Paragraph 3):
Set the Stage: Briefly explain how socioeconomic disadvantage can lead to educational inequalities.
Focus on Structural Issues: Explain how under-resourced schools, lack of access to quality teaching, and limited opportunities can disadvantage students from poorer backgrounds.
Impact on University Applications: Link these failings directly to lower attainment, fewer students achieving top grades, and ultimately, fewer applications.
Examples from Item C: Incorporate specific examples or data points from Item C that highlight inequalities in educational outcomes.
University Selection Processes (Main Body Paragraph 4):
Explain the Issue: Discuss how university admissions processes, even if unintentionally, can disadvantage students from certain backgrounds.
Unconditional Offers: Use the point from Item C about unconditional offers being less likely for poorer students. Expand on why this might be the case (e.g., reliance on predicted grades, less access to extracurricular activities that boost applications).
Cultural Capital: Briefly introduce the concept of cultural capital (knowledge, skills, and experiences valued by educational institutions) and how it can disadvantage students from less privileged backgrounds.
Conclusion:
Summarize Key Points: Briefly restate the factors discussed and their impact on university access for students from poorer backgrounds.
Final Thought: Conclude with a broader reflection on the need for a multifaceted approach to address these inequalities and promote greater equity in higher education.
Parental Encouragement as a Barrier to Higher Education for Students from Disadvantaged Backgrounds
While debt is a significant concern for students from poorer backgrounds considering university, Item C highlights other influential factors. This essay will focus on parental encouragement, arguing that it plays a crucial role in shaping educational aspirations and access, ultimately contributing to social class differences in higher education participation.
Parents, particularly those who have experienced higher education themselves, often possess a deeper understanding of its long-term benefits. They can articulate the value of a university degree in terms of future earnings, career options, and personal growth. This awareness is more prevalent in upper and middle-class families, where parents often act as role models and actively encourage their children to pursue higher education. They are more likely to provide academic support, expose their children to university environments, and instill the belief that higher education is achievable and desirable.
Conversely, parents from disadvantaged backgrounds may have limited personal experience with higher education. This lack of firsthand knowledge can translate into a lack of encouragement for their children. They may prioritize immediate financial needs over long-term investments like university, particularly given the perceived burden of student loans. Furthermore, working-class parents might be less familiar with the complexities of the university application process, offering less guidance and support in navigating crucial steps like selecting courses, researching universities, and completing applications.
The impact of parental encouragement extends beyond practical support. Parents play a vital role in shaping their children's aspirations and beliefs. Children from families where higher education is valued and discussed are more likely to develop a sense of entitlement and see university as an attainable goal. This positive reinforcement contributes to a self-fulfilling prophecy, encouraging them to work towards and achieve the academic requirements needed for university entry. In contrast, students who lack this encouragement might internalize the idea that university is "not for them," limiting their aspirations and impacting their academic performance.
Conclusion
In conclusion, while financial concerns are undeniably significant, the role of parental encouragement cannot be underestimated when examining why students from poorer backgrounds might be discouraged from applying to university. Addressing this inequality requires a multifaceted approach. This includes providing targeted support and information to parents from disadvantaged backgrounds, promoting positive representations of higher education within working-class communities, and implementing mentorship programs that connect students from underrepresented groups with individuals who can offer guidance and encouragement.
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Factors Contributing to Social Class Differences in Education
Here are some factors that contribute to social class differences in education:
Parental Encouragement
Parents from upper and middle-class backgrounds are more likely to have experienced higher education themselves and so may be more likely to encourage their children to follow suit, despite the costs of student loans because of future earnings and career options.
Immediate Gratification
Immediate gratification, enjoying the pleasures of the moment together with the emphasis on short-term gains, rather than deferred gratification.
Structural Failings of the Education System
Structural failings of the education system eg under-performing schools in working-class areas. They are less likely to achieve the higher A-level grades required by universities. They may be less likely to be supported by their parents and peer group when applying for university.
University Selection Processes
Students from poorer backgrounds are less likely to be offered unconditional places by a university.