Significant Sociological Research In Relation To Educational Change Education Essay

Significant Sociological Research In Relation To educational Change learning EssayThe Educational changes in United Kingdom be basically the tripartite governing body, comprehensive education and the changes that have taken place since 1979 to 1988. The tripartite system was introduced in Britain in 1944 which set up three types of trains grammar, vicarious fresh and technical drill for pupils up to the age of 15. Each schools ordering a different type of education, was establish on the idea that in that respect were different kind of intelligence, each needing a different kind of schooling. Grammar school offered an academic education leading to qualification substitute(prenominal) modern gave pupils a practical education with hardly a(prenominal) opportunities to get qualification. Pupils were allocated to school via the 11+, better pupil were creamed off to grammar school while the rest attend secondary modern schools. The system was more bipartite than tripartite. Gidd en, A. p482Comprehensive school were introduced in 1965 by labour along with grammar school. The aim of the govern custodyt is to remove some another(prenominal) of in referities of the tripartite system and to end the selection at 11+via the 11+ exams and to break down the clique barrier in society as unmatchable schools for all pupils in a particular atomic number 18a meant that all kind material bodyes would be brought together. Pupils would have more opportunities to gain qualification.The biggest changes in education took place in 1988 under Thatcher regime. They saw that education was failing to provide a sufficiently skilled workforce. They besides believed that schools were failing pupils and needed to raise the standard of education. The education constitution that took place under Thatcher regime were National curriculum in England and Wales, The Act as well as brought Standard Assessment Tests SAT at 7, 11, 14 and 16. School could opt start of their LEA and bec ome Grant Maintenance School, Pargonnt empowerment to choose school for their children, formula funding of schools and vocationalism education such as NVQ, GNVQ CTC and New vocationalism.In conclusion, tripartite system shows a soma division in schools for creaming off the bright assimilator in school to grammar school and the rest to secondary modern and technical school. Eleven + culturally favoured the middle stratum and majority of student in grammar school came from middle sectionalization background. Grammar school procured more bills per student than other types of school and girls have to achieved higher pass than boys before they can get to grammar whereas comprehensive school remove the inequalities that existed under the tripartite system and higher proportion of pupils gained more qualification and GCSE and A level rate have all risen and brighter pupils are not held back. gibe to Ball et al 1994 the government education policy encourage the parent choice, creatio n of new types of school- Grant Maintained, CTCs, Technology college status, publishing of the national testing and league tables of exams results and decision for a school to opt of LEA control was given to parents of pupil at school. The New Right thinking is about competition and choiceHaralambos and Holborn p616-6213.3 EVALUATE THE CONTRIBUTION OF sociological THEORY AND UNDERSTANDING OF PROCESSES AND STRUCTURES WITH IN SCHOOLS.The Interactionist legal opinion on processes of schooling and the relationship between teachers and student seems to be very important for the effectiveness of education since social fellowship influence in educational proficiency. Teachers tend to share an image of ideal pupils whereas teachers perceived middle- degree pupils as reason out to the idea, and lower working class pupils as furthest from it. Label is a major feature placed on a person by others. Teacher tends to set middle-class as good student this may discourage working -class pupils. When pupils labelled as bright others will tend to respond to them and interpret their actions in term of this label, there is a tendency for a self-fulfilling prophecy to result.The hidden curriculum refers to the message schools transmit to pupils without lookly teaching them or spelling them out, it consists of values, norms, beliefs and ideas which are embedded in the normal routines and procedures of school life. In functionalists view, the transmission of society core values can be seen as part of hidden curriculum such as the value of individual achievement, pupils are encouraged to achieve good grades, qualification, it forms them to achieve as individuals in the wider society. In Marxists view, the hidden curriculum of schools is the transmission of ruling class ideology, producing next of generation of workers schooled to accept their roles in the society. Haralambos and Holborn p603Marxists are very critical of the role played by the education system. They do not agre e with functionalists and others that it is a meritocratic system but alternatively it keeps the inequalities found in capitalist society going. It does by pretending to give everyone an equal chance but the naive materialism is that those from middle class background do better at school than those from working class background. This is why Marxists often talk about the myth of meritocracy Haralambos and Holborn p 604.In functionalists view, education is a meritocratic that is a system in which social positions are filled on the basis of individual merit and achievement, rather than ascribed criteria such as inherited wealth, sex or social background. Haralambos and Holborn p601.In conclusion, Each of the theories have their own view on education but no one theories can stand on his own and we cannot blame the structure of schooling underachievement to outside influence. Functionalists think that education is needed and if it wasnt there, society wouldnt function mightily and th ey teach the skills and knowledge needed in peoples future lives. Marxists think that education reinforce class divide and that it maintains inequality in society. Feminist thinks that education is heavy(a) as it clearly divides and separate girls from boys. They think it is more suited for boys.4.14.2 EXPLAIN DIFFERENTIAL EDUCATIONAL ATTAINMENT SCHOOLS. AND ANALYSE CULTURE AND STRUCTURAL EXPLANATIONS OF DIFFERENTIAL ACHIEVEMENT.Education Attainment refer to as been able to complete a course successfully and obtain a qualification that may lead to employment. Children educational attainment from various background can be influenced by in school factor human, physical, financial resources and out-school factor poverty, parental interest, language difference, cultural capital, positional theory are related to background of the childs parent.Studies found that some student performs better than others. Evidence shows that class position sexuality and paganity play an important role i n determines the educational achievement of some and failure of others. The following sub section will explain those aspects in full details.CLASS AND ATTAINMENT/ACHIEVEMENTSocial class differences in educational achievement are not purely the outcome of cultural factors, such cultural deprivation and cultural difference. There are many factors that contribute to the determination of why working class student tend to achieve little. Cultural deprivation is one of the reasons why working class student are generally achieving less than middle class student. It attributes to working class underachievement to the fact that they have often been brought up with a negative post towards education. gibe to J.W.B Douglas 1964 which focuses on the key role of parental aspirations, claiming that working class parents are less interested in formal education of their children and hence in their successHaralambos and Holborn p629-630.Boudon positional theory 1974 suggest that it is harder for w orking class children to aspire to university and high status professions because there is no parental role model to follow, hence expectations of parents, teachers and peers are lowerWarren,K. et al p242.Cultural difference theorists, however suggest that there is a natural difference between working class culture and middle class culture, needfully placing working class children at a disadvantage in schools. For example, Peter Bourdieu1977 argues that middle class culture is more closely linked to that of the school, meaning that pupils are more equally to understand what is being taught. The point is about cultural capital the taste, ideas and knowledge of parents more closely matches that of teachers so their children are on the alike cultural wavelength and are therefore rewarded with greater educational success. This was further back up by evidence carry out by Alice Sullivan 2001 who showed a close relationship between cultural capital and social class in terms of reading, access to TV, newspaper, participation In cultural activities and vocabulary usedHaralambos and Holborn p636.Basil Bernstein 1990 protrude this idea with his study into speech codes, which suggested that middle class childrens knowledge of a more elaborated vocabulary allowed them to understand the teacher better than working class children, who were confined to a more restricted speech code. Bernstein view is that the middle class language structure is the same that used by teachers in line to the working class language structure code, which is far more restricted. Hence, the school system is culturally biased in favour of the middle class.According to capital of Minnesota Willis 1969 in his study into sub-culture also limits student educational achievement as the student can only do as well as their label allows. Labelling of student by teachers is a theme that was developed by Keddie 1971 he concluded that the educational outcome for different classes becomes a self- fulfillin g prophecy. The labelling is of course based less on actual performance than on stereotyped expectationWarren,K. et al p242-243.Functionalists believe that an individual academic success depend upon his IQ and effort they apply to their studies. They also believe society works in a meritocratic system. Marxists believe that this is due to social class and that in education only the ruling class values are transmitted. This means that working class people find it difficult to get along with the education system.GENDER ATTAINMENT/ACHIEVEMENTGirls outperforming their potent counterpart from primary to university level and the dramatic change happen across culture and continent. In 1970 research focus on girls underachievement within the educational system. According to Oakley 1974 a radical feminist argued that primary socialisation plays an important role in shaping, conditioning boys and girl and help to reinforce existing gender stereotype. This also have impacts on the educational aspiration of girls who are socialised to become passive, submissive and future nest builders. Furthermore, Sue Sharpe 1976 support this view and claims that lower class girls priorities and aspiration is to be in love, get married, have a husband and children are in conflict with their educational success. Radical feminist emphasised on reading materials and the content of textbooks as being sexist in nature and these reinforce gender stereotype.Michelle Stanworth 1983 interviewed teachers and student from seven different classes in the humanities part and found that teachers both staminate and egg-producing(prenominal) displayed certain stereotypical attitudes towards their students. Girls, who were not in the lot of submissiveness, silent and unresponsive, were seen as having the potential to break through a professional career. Moreover, teachers themselves often saw marriage as the outcome of most girls. In term of classroom interaction, it was seen that boys were more asse rtive and took part in class discussion while teachers gave girls lesser attention, although they outnumbered boys.Functionalist argued that there is tendency to exaggerate over the issue of patriarchy impacting on school curriculum. They pointed out that feminists studies are not enough to rely on and not valid because there have been inadequate samples and weak methodologies to support their claims and make representative generalisation. Statistics have shown that boys and girls do achieve every bit well at school and in different fields. Moreover, free and compulsory education has opened door for girls and they are able to compete on equal terms. Later, research by Randall 1987 criticise of Stanworths study by arguing that last mentioneds research are bias and unfounded. He also found that in laboratory classes girls are more forthcoming to interact with their teachers Haralambos and Holborn p642-649.ETHNICITY AND ATTAINMENT/ACHIEVEMENTBritain is a multicultural society and edu cational attainment of ethnic minorities has become nature of debate for a long time. The Swan Report 1985 found that there were several significant difference between the achievement of ethnic minorities and whites in Britain Haralambos and Holborn 2000.However, this phenomenon has not stagnated since other studies like The Studies Policy Institutes Fourth Survey of ethnic Minorities 1994 reported that there was considerate improvement in educational qualification of ethnic minorities when compared to figure in the 1980sModood et al 1997. Below is the explanation of some studies that tries to explain why ethnic minorities do underachieve in education.Jensen 1974 and H. Eysenck 1971 both have sorted out that black were genetically less intelligent than whites while Herstein and Murray 1994 put forward that IQ win are caused by both genes and environment factors, since black are more possible to live in poverty. They also found in their research that even if environment are equalis ed, that is when black and whites of similar income levels and occupational statuses blacks do have a slightly lower IQ test score.The Swan Report 1985 found that linguistic factor in Britain might be responsible for some ethnic minorities since English is not their mother tongue and lack of fluency became an obstacle. Bernard Coard 1971 saw that the British educational system made black children become educationally abnormal by making them felt inferior in every way. Racist stereotypes that exist in society are reinforced by teachers expectation the latter would negatively label children coming from minority groups. The child comes to see him/herself as such and when he/she is only fit for manual and unskilled jobsHaralambosHolborn. p649-653.Bodmer1972 criticism explained that sometimes it is impossible to control all environmental factors that can affect IQ scores as prejudice and discrimination against black people will unendingly hinders equalisation of environment with whites . Pilkington1997 challenge the idea of a genetic basis for IQ not fixed by genetics as IQ scores have increasingly been rising among ethnic minorities in many parts of the world and secondly, difference in socio-economic status largely explain educational differences. Coards view must be treated with care as he has over generalised over the issue, there is evidence of Asian children in Britain who have achieved well. However, harmonize to Ken Pryce 1979 Afro-Caribbean preferred to send their children back to their country to study because black are deprived of the value needed for school success. Warren,K.et al p246.4.3 EVALUATE A RANGE OF SOCIOLOGICAL RESEARCH FINDINGS IN RELATION TO ACHIEVEMENT, SOCIAL DIFFERENTIATION.Paul Willis 1977 developed a neo-marxist approach to education. Willis approach focus on how education prepare workforce and adopted a research method by using symbolic interactionism in his study and variety of methods at Midland school in England. He used observati on and participation observation in class, school, leisure time and formal interview.Paul Willis carried out his study by observing a group of 12 working class boys in one school in the Midland whom he observed for 18 month and followed them for the first few months at work. These 12 working class boys formed a group with a bad attitude towards school. Willis referred to them as lads. The lads form a counter school culture. They see themselves as superior to teacher and earoles. Having a laff is the most important thing and very sexist and racist, they also see themselves as a real man. Willis argued that the lads failed themselves deliberately in recognition of the inevitable manual working future that awaited them.According to Blackedge and Hunt 1984 they criticised Paul Willis for using small group of 12 pupils to carry out his research and all of them were boys ignoring the aspect of gender girl. He did not considered children in society as a whole. Willis ignores other cultures within the school and since 1977 there are few jobs in manual work, therefore many such lad stay on longer and develop same attitude to work. HaralambosHolborn.p605-608Michelle Stanworth 1983 interviewed is based on the A level student and teachers of humanities subject. She found that teachers gave more time and attention to boys and expected more from them. Teachers both male and female tend to know the names and expressed more concern and interest in boys. Stanworth conclude that all the attention and interest shown by the teachers both male and female to the boys, the girls do better than boys in the exams. Stanworth research was unethical because the girls did not know that they were been observed.Dale Spender 1983 the invisible woman claims womens contribution is largely controlled by men who use their power to further their own interests. The curriculum favour a male perspective womens contribution to human progress are often ignored. Girls receive less attention than boys i n the classroom. Boys are often abusive to girls but are not told off. Male dominance in society is the cause of girls difficulties in education but schools help to reinforce the dominance.According to Randall 1987 he criticised the method used by Stanworth and Spender. Stanworths work was based on interview rather than direct observation. Therefore, it cannot actually establish that teachers are giving less attention to girls. Taylor, P. et al p306-307Mac en Ghaill 1992 studied African-Caribbean and Asian student in a ordinal form college in Midland. He found that the way student responded to schooling varied considerably and was influenced by their ethnicity, gender and class composition of their former secondary schools. All of the ethnic minorities student experience problem in their educational system but in a different way depending on their gender and ethnic group.The study is important because it shows how class, gender and ethnicity interact with the school system and Mirz as study shows that negative labelling does not necessarily lead you to academic failure. Kirby, M. et al p204-205