The Influence of the Social Disparities in the Educational Success of the Students - Research Paper Example

? Article Reflection Task Outline i. Summary ii. Introduction iii. Implications of the Social Status on Education a. Work Objective of Schools b. Disparities in Subject Matter Knowledge c. Math and Verbal skills d. Professional Development e. Inadequate teaching materials Article Reflection Summary The influence of the social disparities in the educational success of the student is clear. Variations in their school procedures contribute to the inequalities in the cognitive capabilities of the scholars. Importantly, input of the teachers’ expertise in the educational growth of the students enables them to develop their creativity. Teachers from working class schools are not enthusiastic about developing the skills of their students beyond the curriculum requirements. However, instructors from elite and affluent schools assist students in nurturing life and career skills that will benefit students well beyond the school years (Anyon, 1980). These differences bring about the imbalance in the quality of students from the two institutions. Generally, scholars from elite and affluent schools have additional skills other than the basic educational requirements of curriculums. Essentially, these skills assist the students overcome numerous life hurdles and enhance their problem solving capabilities Introduction Education is an essential necessity that the government usually provides to its citizens. Governments are the major providers of education since they meet a sizeable part of their annual budgets. However, the education system is inclusive of privately funded institutions, which offer a competitive edge to their students in comparison to the public schools. Anyon, (1980) confirms the variations of the students are sparking intense debate of the merits of different education systems. It is inevitable to question the characteristics that define the preference of either of the two education systems. Essentially, the quality of education becomes a critical question in evaluating both systems of schooling. Does the quality of learning improve if the elite schools offer competition to the poor schools? Either of these two systems can produce good or poor outcomes, depending on the variables of their educational structure, for example, teacher’s proficiency. Understanding, present schooling requires evaluation of objectives, structures and political dynamics. Evidently, individuals assume schools solely teach curriculums, for instance, Math, Chemistry, and outdoor activities, such as sports and club participation. Schools are avenues that mould the future of the student socially, intellectually, politically and culturally. Implications of the Social Status on Education According to Anyon (1980), the research could classify the educational requirements into four social strata. These include the “working schools, middle class schools, affluent professional schools and executive elite institutions” (Anyon, 1980). Student’s educational capabilities are mainly improved or hindered by their families’ socioeconomic standing. Several factors hinder education’s role as “the great equalizer” of individuals from diverse communities. Schools serving children form meager income families encounter numerous hurdles, for example, attracting qualified teachers, less parental support and meeting student’s requirements (Anyon, 1980). The differences in the student’s cognitive capabilities start from their experience in kindergartens up to higher educational institutions. Work Objective of Schools According to Anyon (1980), the different school classes display different performance objectives and procedures that their teachers practice. The teachers output is vital in shaping the cognitive abilities of the students. Working class schools mainly entails procedural routines and less of discretion in performance of the curriculum objectives. Such procedures limit the imaginative capabilities of the teachers; therefore, they are incapable of informing their students how to scrutinize procedures (Anyon, 1980). Middle class schools often administer their effort in ensuring the students answer correctly in their assignments. The affluent and elite schools mainly encourage the development of the student’s analytical capabilities and intellectual prowess. The disparities in the work objectives of these educational systems create differences in how their students apply ideas and concepts (Anyon, 1980). For example, students from working class schools can have difficulty in critically evaluating assignments and research projects since they are accustomed to routine thinking. Therefore, they exhibit low evaluation techniques in comparison to their rich counterparts. Disparities in Subject Matter Knowledge Teachers are more effective in providing their knowledge if they wholly understand their subjects well. The knowledge of subjects such as English or social studies is important in improving the student’s academic achievement especially in language matters. The author illustrates how these subjects are taught in institutions of the different social classes. Working classes chiefly emphasize the punctuation requirements and structure of the sentences (Anyon, 1980). Furthermore, the Middle class schools inform the students on how to apply their grammar in speaking and comprehending the use of nouns and verbs. In the more advanced institutions, they teach the students on how to apply their grammatical capabilities in arguing educational concepts. For example, the author suggests that fifth grade students in Affluent schools are encouraged to recreate and write scripts about cultures of the ancient people, for instance, Egyptians (Anyon, 1980). These experiences sharpen the student’s abilities to evaluate various academic topics critically and form substantive explanations on that subject. Usually, students from elite institutions illustrate creative and exceptional expertise in the outdoor events since their education goes beyond confinements of the classroom. For example, participation in artistic competitions, production of films for literature classes among others. Indulging the students in complex tasks from an infant stage will enable students to develop critical thinking techniques, which are essential for academic success. Math and Verbal skills The low-income schools do not attract more qualified teachers and therefore the students are likely to develop weaker skills in these subjects (Anyon, 1980). In these institutions, teachers familiarize the students are taught how to routinely answer questions but not why it is necessary to answer them in that manner. Anyon (1980) suggests unlike the low-income schools, elite schools teachers are more qualified and able to instruct their students how to arrive at the answers. Therefore, the students are able to apply the mathematical equations in numerous educational assignments since they are fully aware of mathematical concepts (Anyon, 1980). In addition, the elite schools engage in numerous public forums and train their pupils to utilize proper verb conjugations and participles in their speech. Notably, in the national exams elite students perform better surpassing scholars in poor schools. This will mean students from working class schools will miss the scarce vacancies of prestigious schools and universities. Since the students in affluent and elite schools engage in numerous social forums and club activities, they advance their verbal skills. These encounters give them confidence to exercise their communication abilities in public events and interviews. Consequently, the poor students go to less prestigious institutions where teachers have minimal qualifications hence their educational deficiencies are magnified. Professional Development Maintaining teachers who are “subject-wise” and appeal to the professional development of students is overwhelming for working class schools. Besides, providing first-rate professional enhancement of pupils requires additional output by teachers, which requires financing that is scarce for the disadvantaged schools (Anyon, 1980). Evidently, incorporation of professional development, which has efficient structures and relates to the curriculum, heightens the student’s achievement. Subjects that require intensive research that will develop the proficiency, for example, creating educative films for history subjects are expensive. This can enable the students to develop their skills, but the working class schoolteacher’s cannot afford this. Ideally, the shaping of professional behaviors of students ensures they are attractive for the job market. Thus, they are able to acquire jobs more easily since they will have superior qualifications over working class students (Anyon, 1980). This is unjust to poor students since they did not learn in similar environments like their rich counterparts. Inadequate teaching materials Clearly, the rich students emanate from families that are resourceful unlike poor schools. Considering this fact, the rich schools can finance their academic endeavors despite the costs. In contrast, the poor schools lack such financial capacity hence they forfeit the educational endeavors (Anyon, 1980). For example, the contemporary learning requires incorporation of computer based learning and technological applications. These technological applications assist in increasing efficiency, in learning operations. Teachers can utilize PowerPoint presentations to explain certain educational concept. Moreover, the rich schools can create schools website that students and teachers can exchange assignments and notes. Such computer infrastructure will be expensive for the poor schools to initiate and maintain (Anyon, 1980). Interestingly, poor schools only purchase educational material that the educational standards recommend. Alternatively, the rich institutions purchase educational resources that not only promote the educational objectives but also make learning more comprehensive. Since the poor schools lack access to these necessities, the quality of their education becomes incomparable to the elite schools (Anyon, 1980). The resourcefulness of the elite and affluent schools creates an unwarranted advantage in the educational environment since it should be an even playing field. Reference Anyon, J. (1980). Social Class and the Hidden Curriculum of Work. Journal of Education, 162, 1Retrieved from http://cuip.uchicago.edu/~cac/nlu/fnd504/anyon.htm Read More