Impact of Family Background on Educational Achievement
TITLE
To what extent does family background influence educational achievement?
ESSAY
**Introduction**
Educational achievement is a complex and multifaceted outcome that is influenced by a myriad of factors, with family background being a significant determinant. In this essay, we will explore the extent to which family background influences educational achievement, considering various factors such as ethnicity, social class, cultural influences, and other relevant aspects. We will examine both the supportive arguments for the influence of family background on educational achievement as well as the opposing viewpoints that suggest other factors such as peer groups and school policies may be more influential.
**Factors Influencing Educational Achievement**
*Material Factors*: It is widely acknowledged that children from disadvantaged backgrounds, such as those living in poverty, face numerous challenges that can impede their educational success. Issues such as overcrowded living conditions, the necessity of part-time jobs to support the family, and limited access to educational resources at home can all negatively impact a student's academic performance.
*Cultural Factors*: Family background can also play a role in shaping attitudes towards education. Working-class parents, for example, may prioritize immediate financial stability over long-term educational attainment, leading to a devaluation of academic achievement within the household. Moreover, a lack of successful role models within the family who have pursued higher education can limit a child's aspirations and motivation.
*Role Models and Cultural Capital*: Sociologist Pierre Bourdieu's concept of cultural capital highlights how familiarity with intellectual pursuits, exposure to cultural activities, and knowledge of the education system can confer advantages to some students. Families with higher cultural capital are better equipped to support their children's educational endeavors, leading to differential educational outcomes based on family background.
*Gender Roles*: Traditional gender roles can also influence educational achievement, with girls sometimes being discouraged from pursuing academic success due to societal expectations related to marriage and family responsibilities. Conversely, boys may face pressures to conform to masculine norms that prioritize other forms of success over academic achievement.
*Language and Minority Students*: For minority students, language barriers and cultural differences can pose significant challenges to educational achievement. Students who are not taught in their home language may struggle to comprehend coursework and effectively communicate their knowledge, resulting in academic underperformance.
**Arguments Against the Influence of Family Background on Educational Achievement**
*Peer Influence and Sub-Cultures*: While family background plays a role, peer groups and student sub-cultures can also significantly impact educational achievement. Students who belong to academic-oriented peer groups may be more likely to excel in school, while those influenced by anti-school sub-cultures may underperform academically.
*Teacher Expectations and School Policies*: The expectations of teachers, the presence of streaming practices, and the influence of school policies can all shape educational outcomes. The phenomenon of the self-fulfilling prophecy, where students fulfill the expectations placed upon them, highlights how external factors can impact academic success.
*Private vs. State Schools*: Disparities between private and state schools, such as smaller class sizes, better resources, and more experienced teachers, can lead to differences in educational achievement. The systemic advantages present in private schools may outweigh the influence of family background on academic success.
**Conclusion**
In conclusion, while family background certainly plays a vital role in shaping educational achievement through various material, cultural, and social influences, it is important to recognize that other factors such as peer groups, teacher expectations, and school policies also significantly impact academic outcomes. A comprehensive understanding of the interplay between family background and these external influences is essential for devising effective strategies to promote educational equity and success for all students.
SUBJECT
SOCIOLOGY
LEVEL
O level and GCSE
NOTES
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)