What Factors Help To Explain Differences In Educational Achievement And Experience?
Bayani Gaba-gaba
If home background were the whole story, two equally disadvantaged pupils sent to different schools would do equally well. They often do not. What happens inside the school gates, the labels teachers attach, the sets pupils are placed in, the friendship groups they join, and the curriculum they are taught, shapes achievement in its own right. Sometimes the school reduces home disadvantage; sometimes it makes it worse.
This lesson examines those in-school factors and how they affect achievement by ethnicity and by gender. You will meet labelling and the self-fulfilling prophecy, setting and streaming, pro-school and anti-school subcultures (including Willis’s famous lads), the ethnocentric curriculum and institutional racism, gendered socialisation and teacher expectations. Finally you will look at why achievement differs so much between countries. By the end you can argue that school and home together explain who succeeds.
Manufura
- Institutional racism.
- Ethnocentric curriculum.
- Role models.
- Linguistic factors.
- Cultural, material and social factors.
- Home/community factors.
- In-school factors, e.g. pro- and anti-school sub-cultures, ethnic sub-cultures.
- Labelling theory.
- Differential gendered socialisation and social control.
- Teacher expectations.
- Cultural and social factors.
- Access to education.
- In-school factors, e.g. pro- and anti-school sub-cultures, gendered sub-cultures.
- Labelling theory.
- Feminist explanations, e.g. patriarchy.
- Reasons for differential achievement and experience in different countries, e.g.: availability of schools, poverty/wealth, access to education for girls, class sizes, norms, values and cultural differences, access to the internet / digital resources.
- Social class.
- Ethnicity.
- Gender.
- Global differences.
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Za ka gamu da haɗe-haɗen nau'ikan tambayoyi, ciki har da tambayoyin zaɓi da yawa, tambayoyin gajeren amsa, da tambayoyin rubutu. Kowace tambaya an ƙirƙira ta da kyau don auna fannoni daban-daban na iliminka da ƙwarewar tunani mai zurfi.
Yi wannan ɓangaren na kimantawa a matsayin wata dama don ƙarfafa fahimtarka kan batun kuma don gano duk wani yanki da kake buƙatar ƙarin karatu. Kada ka yanke ƙauna da duk wani ƙalubale da ka fuskanta; maimakon haka, ka kallesu a matsayin damar haɓaka da ingantawa.
- The self-fulfilling prophecy occurs when: A. a pupil chooses their own subjects B. a label leads a pupil to behave so that the label comes true C. parents pay for private tuition D. a school follows the national curriculum Answer: B
- Paul Willis's study 'Learning to Labour' is best known for describing: A. the correspondence principle B. a working-class anti-school subculture (the lads) C. cultural capital D. the ideological state apparatus Answer: B
- A curriculum built mainly around the culture and history of the dominant group is described as: A. hidden B. vocational C. ethnocentric D. compensatory Answer: C
- Institutional racism in education refers to: A. the prejudice of one individual teacher B. discrimination built into the routines and practices of the school C. pupils choosing different subjects D. a lack of school funding Answer: B
- Which statement about gender and achievement is most accurate today? A. Boys always outperform girls everywhere B. Girls now match or outperform boys in many countries, though access still varies C. Gender makes no difference to achievement D. Only home factors affect gender differences Answer: B
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