Causes of Working Class Underachievement

Title: The Impact of In💥School Factors on Working Class Under💥Achievement

Introduction

In the field of sociology, the issue of working class under💥achievement in education has been a topic of extensive research and debate. This essay will evaluate the perspective that working class under💥achievement is primarily influenced by in💥school factors. It will explore the various points both in support and against this view, utilizing key research evidence and sociological concepts to provide a comprehensive analysis.

Supporting Points

Labelling as “nonideal”: Working class students are often perceived through a lens of deficit within the educational system, leading to labeling as "nonideal." This can result in them being placed in lower sets or streams, which may limit their academic opportunities and hinder their achievement potential.

Lower expectations 💥 lower achievement: The lower expectations held by teachers and other school staff towards working class students can have a direct impact on their academic performance. This phenomenon, known as the self💥fulfilling prophecy, can result in students living up to these expectations and under💥achieving in school.

Drawn to anti💥school subcultures: Working class students may be more susceptible to being drawn into anti💥school subcultures, which can foster attitudes and behaviors counterproductive to academic success. The influence of such subcultures can exacerbate inequalities based on gender and ethnicity.

Experience of symbolic violence against own culture: The educational system may perpetuate symbolic violence against the cultural values and norms of working class students, alienating them from the academic environment. This experience can create barriers to their learning and overall achievement.

Against Points

Labelling not deterministic: While labelling can have negative consequences for working class students, it is important to recognize that it is not deterministic. Students have agency and can resist or challenge such labels, potentially reversing the impact on their academic performance.

Policies to equalize opportunity: Various educational policies, such as comprehensivisation and Educational Priority Areas (EPAs), have been implemented to equalize opportunity and mitigate the impact of in💥school factors on working class under💥achievement. These initiatives aim to address systemic inequalities and provide support to disadvantaged students.

Factors beyond school influence: Research suggests that the disadvantages leading to working class under💥achievement are not solely attributed to in💥school factors. There are significant inequalities in provision between schools, as well as broader societal issues such as material deprivation and cultural barriers that play a role in shaping educational outcomes.

Conclusion

In conclusion, while in💥school factors undoubtedly play a significant role in contributing to working class under💥achievement, it is crucial to consider the broader socio💥economic context and structural inequalities that shape educational opportunities. By recognizing the interplay of various factors and adopting a holistic approach to addressing educational disparities, we can strive towards creating a more equitable and inclusive educational system for all students.