Statistics show that there is a significant relationship between social class and educational achievement. Students from higher socio-economic backgrounds tend to have better educational outcomes than those from lower socio-economic backgrounds.
One key factor contributing to this trend is access to resources. Students from higher socio-economic backgrounds are more likely to have access to high-quality schools, experienced and well-trained teachers, and a range of extracurricular activities. These resources can provide a strong foundation for academic success. In contrast, students from lower socio-economic backgrounds may attend schools with fewer resources, which can impact their ability to learn and succeed.
Another factor is the influence of family and community. Students from higher socio-economic backgrounds may have more support from their families and communities in terms of encouragement and resources for education. This can include things like access to computers, books, and tutoring. In contrast, students from lower socio-economic backgrounds may face more challenges at home, such as a lack of support or a lack of resources, which can negatively impact their educational outcomes.
There is also evidence to suggest that social class can impact students' motivation and self-esteem. Students from higher socio-economic backgrounds may have higher levels of self-esteem and be more motivated to succeed academically, as they may see education as a way to advance in their careers and maintain their social status. In contrast, students from lower socio-economic backgrounds may feel less motivated to succeed academically, as they may see limited opportunities for upward mobility or may not see the value in education.
Overall, the relationship between social class and educational achievement is complex and multifaceted. While there are many factors that contribute to this relationship, it is clear that students from higher socio-economic backgrounds tend to have better educational outcomes than those from lower socio-economic backgrounds. It is important for educators and policymakers to consider this relationship and to work towards creating more equitable educational opportunities for all students.
Impact of Social Class on Education
Taylor et al, Pg 295. They found the individuals with the high grades where obedient, hardworking and conforming and are rewarded with high grades as they are the qualities required for adult work. Many females doing this often exceed in the academic felid. Low SES and its correlates, such as lower educational achievement, poverty and poor health, ultimately affect our society. These activities encourage extracurricular knowledge and curiosity which benefits the child in school. That such characteristics do little to mitigate the influence of social class shrinking SES gaps only slightly , but substantially reduce the influence of race on gaps suggests an association between these characteristics and socioeconomic status. Again, teachers see larger gaps than do parents.
Social class and educational achievement
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He saw that the type of work offered to those arriving in Britain broadly determined their social class. Labelling in education is a good example of this and plays a large part in the childs educational achievement, it is also closely associated with class. Reclaiming this vision for our children begins with ensuring that all children start school on equal footing. Labelling can lead to a ' self-fulfilling prophecy'. This form of language often finds its way into textbooks and exam papers and therefore middle-class pupils are at an immediate advantage. Such toxic stress in early childhood leads to lasting impacts on learning, behavior, and health Committee on Psychosocial Aspects of Child and Family Health et al. If the teacher taught the lesson in French and some pupils in the class spoke French and therefore understood, that is not necessarily because they are more intelligent, they just happened to have learnt that language.
Educational Achievement: Definition & Differences
Staying in school and continuing to University to achieve a higher-paying job, or doing your homework straight after school so that you have spare time on the weekend, are examples of deferred gratification. We share a national ideal that everyone should have the opportunity for prosperity and success. How do GCSE results vary by social class, gender and ethnicity? Expectations may also vary by context. SES and career aspirations Social class has been shown to be a significant factor in influencing career aspirations, trajectory and achievement. Taking children to museums is a typical middle-class activity, that benefits a child's achievement. The students who understood the question would have been surprised that some of their classmates did not: people tend not to be conscious of their own use of language codes.
Early Education Gaps by Social Class and Race Start U.S. Children Out on Unequal Footing: A Summary of the Major Findings in Inequalities at the Starting Gate
The second group had not misread the question but they had tried to make sense of it in the restricted code. Bernstein and Young claim that middle-class family culture contains aspects which benefit a child's schooling, such as visiting museums or libraries. This is from the background that parents especially from low social status have in the past blamed their children for not doing well in school yet their own social status is what contributed to that Brown, 2009. It is not race itself, then, but the poverty and other things that too often go along with being a minority child in America, that compound disadvantage. Download image The findings reflect broader societal inequities. It had been observed that females did not continue with education, eliminating the possibility of higher, non compulsory education. Working class children tend to experience economical hardship than any other class, because it has been linked to material deprivation, such as lack of money and things money could buy is the reason for working class underachievement.
