Assess The View That Factors Processes Within The School Are The Main Cause Of Differences In The Educational Achievement Of Different Social Groups

  • Assess the View That the Main Function of Religion Is to Promote Social Stability

    Assess the view that the main function of religion is to promote social stability (33 marks) Social stability refers to harmony and integration within society, the main function of religion has long been argued between sociologists depending on their perspective. Among those that agree are functionalists, for example Durkheim and his study on totem worship, on the other hand Marxists argue religion oppresses the proletariat in order to maintain a capitalist society. The main sociologists that support

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  • “Examine the Reasons for Differences in Educational Achievement Between Different Ethnic Groups”

    “Examine the reasons for differences in educational achievement between different ethnic groups” There are clearly many factors that contribute to the claim that there is a difference in educational achievement between different ethnic groups in the UK. National statistics claim that: ‘In 2004 Chinese pupils were the most likely to achieve five or more GCSE Grades A*- C in England, with 79% of Chinese girls and 70% of Chinese boys respectively. In comparison with Black Caribbean pupils, With

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  • "Internal Factors Within the Educational System Are the Primary Reason for the Improvement in Girls' Achievement" Discuss.

    "Internal factors within the educational system are the primary reason for the improvement in girls' achievement" Discuss. Girls achievements have improved over the years due to the external and internal factors of gender differences within achievement. Statistics show that since 1985 boys' and girls' achievements in school have both improved drastically in the percentage of pupils achieving 5 or more A*'s to C at GCSE level. However, although both have improved it shows that there has been a

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  • Assess Different Marxist Views of the Relationship Between Crime and Social Class

    Assess different Marxist views of the relationship between crime and social class Marxism is a structural theory and says we live in a capitalist society which is divided into 2 classes, the ruling class who own the means of production and the working class who are exploited by the RC in order to create profit. There are 3 types of Marxism, traditional Marxists, neo-Marxists and new left realists, each of these believe that the capitalists society is partly to blame to crime but different views as

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  • Assess Different Marxist Views of the Relationship Between Crime and Social Class

    Assess different Marxist views of the relationship between crime and social class Marxism is a structural theory and says we live in a capitalist society which is divided into 2 classes, the ruling class who own the means of production and the working class who are exploited by the RC in order to create profit. There are 3 types of Marxism, traditional Marxists, neo-Marxists and new left realists, each of these believe that the capitalists society is partly to blame to crime but different views as

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  • Examine the Reasons for Differences in Educational Achievement Between Different Ethnic Groups

    An ethnic group is one that sees itself as culturally distinct from other grouping in a society and is seen by others as distinctive. Groups may differ from others by country of origin, language, religion, dress or other aspects of culture. Some ethnic groups, for example the Irish, are not physically distinctive. Others are more visible and may be subject to discrimination and harassment, including in the education system. Ever since the arrival of immigrants to Britain from the West Indies and

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  • Assess the View That Factors & Processes Within the School Are the Main Cause of Differences in the Educational Achievement of Different Social Groups

    Item A & Elsewhere, Assess The View That Factors & Processes Within The School Are The Main Cause Of Differences In The Educational Achievement Of Different Social Groups: The cause of differences in the educational achievement of different social groups can be asssigned to various social areas. One example is that of gender within school; the level of success in a child’s education can vary greatly depending on how a boy or girl is treated throughout their school life compared to the

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  • Assess the Importance of Inside School Factors in Causing Social Class Differences in Educational Achievement

    suggested many different reasons for the class base differences in education achievement. Studies have shown that there is a 45% gap between classes in A* - C GCSE outcomes. It is suggested that the diversity in educational success between different classes are due to inside factors. These are factors within schools and the education system that could cause these differences. One internal factor is labelling. To label someone is to attach a meaning or definition to them, which is done in schools between

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  • Asses the View That Gender Difference in Achievement Are a Result of Outside the Educational System.

    Asses the view that gender difference in achievement are a result of outside the educational system. The gender difference in achievement in the past and the present portray two different perspectives. In the past boys did better than girls’ bout as times go on due to internal and external factors this has changed as girls are doing better than boys in the current education system. In this essay it will explore how the perception of girls in past were perceived and how external factors has contributed

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  • Education Achievement and Social Class

    Education and differences in educational achievement- past questions and mark schemes (CLASS, GENDER and ETHNICITY) January 2006 (a) Explain what is meant by cultural capital. (Item 1A, line 8). (2 marks) Two marks for an appropriate explanation or definition, such as the values, knowledge, attitudes, skills, tastes etc. possessed by the upper/middle class, or the values, knowledge etc. that give one class an educational advantage. (c) Identify three features of the restricted speech

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  • Assess the Importance of School Factors Such as Racism and the Pupil’s Response to Racism in Creating Ethic Differences in Educational Achievement

    teachers might label their students as troublesome, or intelligent, mature or irresponsible. Interactionist theorists study face-to-face interactions where labelling occurs, looking at different ethnic differences in achievement. They focus on the range of labels that teachers will provide them with due to their different ethnic backgrounds. Their studies prove that teachers often see black and Asian pupils as far from being the ‘ideal pupil’. An example of this is that black pupils are often seen as

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  • Assess the View That Factors Within the School Are the Main Cause of Educational Underachievement.

    The internal factors of educational underachievement refers to factors within the school that affect how pupils academically succeed, for example; interactions between pupils and teachers and inequalities between schools. Sociologists can suggest the reasons why these internal factors occur through a child's class, ethnicity and gender; such as the labelling theory, the self-fulfilling prophecy, pupils subcultures and institutional racism. Despite judging or stereotyping a person based on their class

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  • Assess the View That Factors Within Schools Are the Greatest Influence on Social Class Differences in Educational Achievement.

    In school factors can have a big impact on the social class differences in education achievement. However, it isn’t the only factor. In school factors include labelling; this is done by both students and teachers. Pupils will be labelled based on social class; a working class child is more likely to be labelled as ‘stupid’, and other degrading names. This labelling can lead to the self-fulfilling prophecy; this disadvantages them because the teacher is favouring other students. However, teachers

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  • Examine the Impact of Educational Policies on Achievement Levels of Different Groups of Students. (24 Marks)

    Examine the impact of educational policies on achievement levels of different groups of students. Several educational policies have been established over many years, which had impacts on achievement levels of different groups of students, in terms of social class, gender and ethnicity. The mains policies include several types of compensatory education, Tripartite System through The Education Act 1944, comprehensive schooling, Education Reform Act 1988, Academies & Free Schools and tuition fees. Some

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  • “School Class Differences in Educational Achievement Are the Results of Factors Within Home”

    “School class differences in educational achievement are the results of factors within home” only? Differences in educational achievement can be assessed through three forms of stratification; social class, ethnicity and gender. Moreover, the main factor s which spill light on the matter are both the home and school factors. For instance, the picture of academic achievement by social class is consistent. The survey of Halsey, Heath and Ridge (1980) showed that boys from the service class (top

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  • Using Material for Item a and Elsewhere, Asses the Importance of Cultural Factors in Causing Social Class Differences in Education Achievement.

    Students that are in a working-class have the tendency to underachieve in school, in contrast to those students that are middle-class, this is due to external and internal factors. External cultural factors are claimed to be a key cause of social class differences in educational achievement according to various sociologist. These factors consist of Cultural deprivation, cultural capital and material deprivation. Students from working class backgrounds often experience economic problems (poverty)

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  • Social Factors and Academic Achievement

    SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement Annual Synthesis 2002 A New Wave of Evidence Anne T. Henderson Karen L. Mapp Contributors Amy Averett Joan Buttram Deborah Donnelly Marilyn

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  • Assess the View That Social Class Differences in Educational Achievement Are the Results of School Processes Such as Labelling Essays and Term Papers

    In school factors can have a big impact on the social class differences in education achievement. However, it isn’t the only factor. In school factors include labelling; this is done by both students and teachers. Pupils will be labelled based on social class; a working class child is more likely to be labelled as ‘stupid’, and other degrading names. This labelling can lead to the self-fulfilling prophecy; this disadvantages them because the teacher is favouring other students. However, teachers

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  • Assess the View That Social Class Differences in Educational Underachievement’s Are the Result of School Processes Such as Labelling.

    Many sociologists would agree school processes such as labelling have an effect on a child’s educational achievement. However there are many other school processes that cause underachievement. These will be discussed below. To label someone is to attach a meaning or definition to them. For example, teachers may label a student as smart, thick, hardworking or troublemaker. Studies have shown that teachers often attach such labels regardless of the pupil’s actual ability or attitude. Instead

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  • Assess the View That Social Class Differences in Educational Underachievement Are the Result of School Processes Such as Labelling.

    the view that social class differences in educational underachievement are the result of school processes such as labelling will be assessed. Internal and external factors will be assessed with the use of researchers such as: Bernstein, Bereiter & Engelmann, Keddie and Howard. Internal factors such as labelling have been shown to effect education achievement. To label someone is to attach a meaning or definition to them. Becker carried out a study on labelling on 60 Chicago high school teachers

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  • Assess Different Marxist Views of Relationship Between Crime and Social Class

    Assess different Marxist views of relationship between crime and social class Marxists believe that the capitalist system is just a way in which the ruling classes control and exploit the workers, and it focuses on the unequal conflict between these two sectors of society. Marxists believe that the capitalist system is criminogenic – which means that by its nature it inevitably causes crime. Marxists see crime in the capitalist system as something the ruling class can use to control the working

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  • Assess the View That Factors Within a School Are the Main Cause for Social Class Differences in Educational Achievement (20 Marks)

    students in educational achievement. Some sociologists argue that this is due to three key factors. Labelling, subcultures and marketisation. This focuses on things that occur internally. One of these key factors is labelling. To label someone is to attach a meaning or definition to someone. An example of this would be that teachers often apply labels to students on the basis of their behaviour or appearance. Becker found some evidence behind this after he did some research on high school teachers

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  • Social Factors

    students. Wenger (1999) stated that academic differences are the social changes that students encounter at higher education institutions. The author further mentioned that students live on their own for the first time, away from friends, family or other familiar support networks, it is during this time that as students a result, when students begin tertiary study, they they enter not just one but oftenon several new, and potentially contrasting communities within the higher education institutions. Students

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  • Assess the View That the Main Function of Religious Is to Promote Social Atability

    ------------------------------------------------- Top of Form Assess the View That the Main Function of Religion Is to Promote Social Stability – (33 Marks) The main sociologists that support the view that the main functions of religious beliefs is to promote social stability are functionalists. They believe that religion performs functions and helps society, this is because society’s most basic need is the need for social order and solidarity so that its members can cooperate and to do this

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  • Assess the View That Social Class Differences in Educational Underachievement Are the Result of School Processes Such as Labelling.

    essay, the view that social class differences in educational underachievement are the result of school processes such as labelling will be assessed. Internal and external factors will be assessed with the use of researchers such as: Bernstein, Bereiter & Engelmann, Keddie and Howard. Internal factors such as labelling have been shown to effect education achievement. To label someone is to attach a meaning or definition to them. Becker carried out a study on labelling on 60 Chicago high school teachers

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  • Using Material from Item a and Elsewhere, Assess the View That the Main Function of the Education System Is to Reproduce and Legitimise Social Inequalities

    Using material from Item A and elsewhere, assess the view that the main function of the education system is to reproduce and legitimise social inequalities. 20 State education began in 1870 and a significant feature of education in Britain is the difference in achievement between pupils from different social classes. Despite many improvements to the education system, social class differences continue. Social class background has a powerful influence on a child’s success in the education system

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  • Assess the View That Factors and Processes Within the School Are the Main Cause of Differences in the Educational Achievement of Different Social Groups.

    Assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups. It is clear that there are differences in educational achievement of certain social groups, such as gender, ethnicity, and social class. Some may argue that this is due to internal factors, reasons from within the education system. However, others argue that the differences are due to external factors, which occur outside of the education system

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  • Outline Some of the Ways in Which Material Deprivation May Affect Educational Achievement Amongst the Different Social Class Groups. (12 Marks)

    the ways in which material deprivation may affect educational achievement amongst the different social class groups. (12 marks) Despite brilliant improvements within the educational system and level of the nation as a whole, social class differences still continue to exist, as middle class pupils tend to achieve higher academically than working class pupils. This is due to many external factors (these are factors outside of the educational system, e.g. influences from home and the family background

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  • Assess the View That the Main Function of the Education System Is to Reproduce & Legitimise Social Inequalities.

    Sociology essay Assess the view that the main function of the education system is to reproduce & legitimise social inequalities. Functionalists believe that education serves a purpose and gives everyone an equal chance to achieve and succeed. They believe education has a function to create a fully operational society and allocate roles fitting the correct people. However, a conflict argument (Marxism), disagree. Marxism believe that not everyone at school gets an equal opportunity (The

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  • Assess the View That Social Class Differences in Educational Achievement Are the Result of Internal Processes Such as Labelling.

    Assess the view that social class differences in educational achievement are the result of internal processes such as labelling. Many sociologists would agree school processes such as labelling have an effect on a child’s educational achievement. However there are many other school processes that cause underachievement. To label someone is to attach a meaning or definition to them. For example, teachers may label a student as smart, thick, hardworking or troublemaker. Studies have shown

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  • Asses the Importance of Some Cultural Factors in Causing Social Class Differences in Educational Achievement.

    socialisation is a huge factor where children learn norms and values that shape their beliefs and concept of what is right and wrong. Functionalist Parsons would argue that the education system is a focal socialising agency where children need to learn a new way of living if they are to cope with the wider world. If they aren't socialised properly then this will negatively impact their educational achievement. Labelling is also another factor that can cause social class differences in the education

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  • Using Material from Item a and Elsewhere, Assess the View That the Main Function of the Education System Is to Reproduce and Legitimise Social Inequalities

    to ascertain individual ability in order to separate the children into streams of ability and assign them to what was believed to be the most appropriate school. Those demonstrating exceptional ability went to Grammar schools, which were designed to prepare them for professional occupations. Those of lesser ability moved to Secondary modern schools which focused on providing pupils with the skills necessary to prepare the students for more manual and unqualified jobs. A third sector was introduced

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  • Using Material from Item a and Elsewhere, Assess the View That Ethnic Differences in Achievement Are Primarily the Result of Home Background Factors

    It is the common belief that home background factors affect achievement for people of different ethnicities; the belief is that White and Asian people achieve higher than black people. Home background factors consist of Cultural and Material deprivation. Cultural deprivation (CD) means inadequate socialisation in the home, this means that children who are culturally deprived lack the correct norms and values needed for educational success. CD can be broken down into 3 aspects, intellectual and

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  • Assess the Claim That Ethnic Differences in Educational Achievement Are Primarily the Result of School Factors.

    Assess the claim that ethnic differences in educational achievement are primarily the result of school factors. It is important to start by recognising that it is hard to measure the education achievement in different ethnic groups, as there are other factors apart from school factors that affect the achievement in pupils from different ethnic groups. Sociologists have identified several factors that could suggest that school factors are a big part of ethnic differences in educational achievement

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  • Sociology Educational Achievement

    Sociology Homework – Monday 28/09/2015 by Maria Taravkova. Evaluate the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups (20 marks) * Decode = The meanings of encoding/decoding, it is how media messages are produced, circulated and consumed by the nation, proposing a new theory of communication. Stuart Hall (cultural theorist) argued that the meaning is not fixed or determined by the sender, the message

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  • Outline and Assess the View That in School Factors Have the Main Influence on the Educational Achievement of Different Social Classes (50 Marks)

    Outline and assess the view that in school factors have the main influence on the educational achievement of different social classes (50 Marks) INSIDE - The Curriculum What is taught in schools disadvantages working class pupils. The knowledge taught in school is different to the cultural experiences of working class pupils. For example, History deals with the ruling class such as kings, queens and politicians, rather than the majority of ordinary people. Cultural Bias of the hidden curriculum

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  • Outline and Assess the View That Gender Differences in Educational Achievement Are Caused by Factors Outside School.

    Differences in educational achievement refer to the significant differences in educational success and failure. This difference can be found between the two genders where it is a fact that girls outperform boys in the education system; some may argue that this is a result of factors outside of school. The validity of this or whether the differences are caused by factors outside school will be discussed. One reason as to why it can be argued that gender differences in educational achievement are

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  • Using Material from Item a and Elsewhere, Assess the Claim That Gender Differences in Educational Achievement Are Primarily the ‘Result of Changes in Wider Society

    January 2010 Item A Although the educational performance of both girls and boys has improved over the past twenty years, a significant gender gap in achievement has developed. Girls now outperform boys in most subjects and at most levels of education. This is especially true of pupils at GCSE where 10% more girls than boys achieve five or more A* – C grades. Some sociologists claim that gender differences in achievement are the result of changes in wider society, such as the impact of feminist

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  • Applying Material from Item a and Your Knowledge, Evaluate Sociological Explanations of Ethnic Differences in Educational Achievement.

    Sociological research has challenged the view that ethnic differences in achievement reflect innate differences of intelligence and ability; this has become a view that very few sociologists now put forward. Ethnicity refers to the shared cultural traditions and history, which are distinct from other groups in society. The level of achievement of different ethnic groups varies. This may be due to factors such as home background, class, language and in-school factors. Recent studies highlight the effects

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  • Evaluate the View That Differences in Educational Achievement Between Social Classes Are the Result of Factors and Processes Within the School.

    Evaluate the view that differences in educational achievement between social classes are the result of factors and processes within the school. Within school there are educational differences within achievement between social classes. Generally the middle class on the whole tend to do better and outperform the working class. Some of the reasons why are put forward by interactionists sociologists who believe that the difference is “a result of factors and processes within the school” which are internal

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  • Outline & Assess the View That Gender Differences in Education Achievement Are Caused by Factors Outside School (50m)

    Outline & Assess the view that gender differences in education achievement are caused by factors outside school (50m) Gender and educational attainment focuses mainly on how males and females perform differently in different subjects and their tendency to study different subjects. In recent years, females are attaining more than males while males are underachieving. This may be caused by factors outside school. Outside factors has caused girls to outperforming boys is due to girls attitudes

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  • Educational Achievement Is the Social Class Background of the Pupil

    to emotional situations are not generally considered deviant—even women who cry frequently and easily. This view of women has remained relatively constant. Over the past fifty years, however, society’s perception of men who cry has changed. A man who cried publicly in the 1950s would have been considered deviant. Today, men who cry in response to extreme emotional situations are acting within society’s norms. Male politicians cry when announcing defeat, male athletes cry after winning a championship

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  • Asses the View That Inside School Factors in Causing Social Class Differences in Educational Acheivement

    violent conflict and feelings of alienation. Comte spent most of his life developing a philosophy for a new social order amidst all the chaos and uncertainty. He rejected religion and royalty, focusing instead on the study of society which he named “sociology”. He broke the subject into two categories: i. Forces holding the society together(social statics) ii. Those driving social change(social dynamics) Comte wrote so many books which contains the outline of his thought such as: i. Positive

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  • Applying Material from Item a and Your Knowledge, Evaluate the View That Gender Difference in Levels Achievement Are the Product of Factors Outside of School.

    evaluate the view that gender difference in levels achievement are the product of factors outside of school. Some gender patterns in educational achievement suggest that in the past boys used to exceed girls in all subjects, but, in fairly recent times girls have exceeded boys and are achieving generally better grades and levels than boys in all subjects. Some sociologists agree that gender differences in achievement are based on factors outside of school, and one of these factors is “the impact

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  • Evaluate the Claim That Factors Outside the School Are the Main Cause of Working-Class Underachievement

    Underachievement in schools can be heavily linked to factors that are internalised within the school. Both internal and external factors can contribute to the underachievement of pupils who belong to a working class background, and they may be equally as effectual on the underachievement of the pupil. One of the major causes of underachievement is the lack of economic capital, proposed by Pierre Bourdieu (1984), that a working class family possess. As item A states, ‘sociologists claim that factors outside

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  • Class Differences in Achievement

    Examining class differences in achievement (1) external factors a) Explain briefly what is meant by the term ‘elaborated speech code’. (2 marks) The term ‘elaborated speech code’ refers to the language used by the middle class. It has longer, grammatically correct sentences and a wide vocabulary. It is a varied type of speech and may can communicate abstract ideas, in addition to this it is context free. b) Identify three policies that governments have introduced to compensate for material and

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  • Using Material from Item a and Elsewhere, Assess the View That the Main Function of the Education System Is to Reproduce and Legitimise Social Inequalities

    State education began in 1870 and a significant feature of education in Britain is the difference in achievement between pupils from different social classes. Despite many improvements to the education system, social class differences continue. Social class background has a powerful influence on a child’s success in the education system. For example, children from middle class families on average perform better than working class children. Functionalists see education as based on value consensus

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  • Assess the View That Social Class Differences in Educational Achievement Are the Results of School Processes Such as Labelling

    Assess the view that social class differences in educational achievement are the results of school processes such as labelling (20) James Palman School processes such as labelling and streaming are examples of factors which can effect students achievement. This can be linked to the difference in social classes of students which will have an adverse effect on their achievement, partly due to different school processes which can put certain students at a disadvantage. Labelling is attaching a meaning

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  • Assess Sociological Explanations of Ethnic Differences in Educational Achievement

    Assess sociological explanations of ethnic differences in educational achievement. (20) Tony Lawson and Joan Garrod (2000) define ethnic groups as ‘people who share common history, customs and identity, as well as, in most cases, language and religion, and who see themselves as a distinct unit.’ When talking about culture we use terms such as customs, language and religion that is, about all of the things that are learned, shared and valued by a social group. It is a mistake to think of ethnic

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  • Educational Achievement

    explanation of social class differences in educational achievement Introduction Sociologists have argued that social class differences in educational achievement can be explained in terms of 4 not necessarily mutually exclusive kinds of theory: IQ theory; theories emphasising social class differences in material circumstances; theories emphasising social class differences in subcultural attitudes and values; and theories emphasising the importance of within school labelling processes. Sociologists

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