Relevant Topics on the Education of Youth and Their Search for Social Identity - Essay Example

Introduction Research is done on the basis of theoretical assumptions; rather it is conducted to establish the validity and the practicality ofa particular theory or to arrive at certain theoretical conclusions. The research process is conducted by adopting different methodological approaches like the qualitative approach and the quantitative approach. It is assumed that the choice of methodology implies the researcher’s belief in certain policy in relation to the subject of his research (Coffey, 2001). Ball et al (2000) and Francis (2000) have chosen two very relevant topics on the education of youth and their search for social identity. While Ball et al has focused on the theory of ‘individualized social inequality’ (Beck, 1992, p. 88) in understanding the deciding factors that govern a youth in making educational and career choices, Francis has based her research on the feminist theory in figuring out the essentials of a healthy competitive atmosphere within a co-educational classroom. A comparative study between Ball et al’s Choice, Pathways and Transitions, Post 16 and Francis’ Boys, Girls and Achievement: Addressing the Classroom Issues Uses of theory Ball uses his theory to have a better understanding of certain real-life situations lived by his samples and at the same time to explore their psychological variables. He also applies his theory to analyse his subject population comprising of teenagers from different socio-cultural set ups. Ball’s theory suggests that the youth who are post sixteen are in search of social identity and economic independence. But in making their choices about career they are predominantly governed by certain ‘predictors-family, educational background, sex and place of residence’ (Roberts et al, 1994, p.48 cited in Ball et al, 2000). One makes one’s decisions regarding the choice of career based on the social and cultural context in which he resides and ‘it is part of a wider choice of lifestyle” (Hodkinson et al, 1996, p. 139). Ball has chosen the case study approach of research by selecting samples from different socio-economic and cultural background as per the demands of his theoretical assumptions. In each of the individual cases be it Luke and Jordan’s case or Rees and Wayne’s, he emphasizes on the fact that it is the social context and cultural orientation of each of them that have conditioned their attitudes and rules their choice of careers. The study of the youths with different aspirations conditioned by their social context also throw light on the theory of the new economic pattern, the formation of a new kind of labour market and job oriented educational demands. Like Ball Francis too applies her theory in real-life situations by observing the different modes of interaction between girls and boys with each other and between their own sexes within a co-educational classroom. At the same time she tries to point out the subtle differences in the approaches of particularly the male teacher towards boys and girls. She has applied her theory to explore the difference between the psychological responses and behavioural patterns of boys and girls. But unlike Ball she also uses it to come out with a solution in changing the myths attached to boys and girls by making them participate in brainstorming sessions and discussions about their individual problems and needs and not to act on what is traditionally expected of them. Francis by applying her theory also attempts to provide ideas for teaching practices (Francis, 2000, p. 142) to transform the attitudes conditioned by society and conservative beliefs of both the boys and the girls about each other. Therefore it could be said that Francis uses her theory for the purpose of solving practical problems. Relation between theory and research As Ball aimed at procuring as much of factual details as he could from real life experiences to connect his research closely with the theory, he has adopted the process of induction. Induction means gathering of facts as part of the research work to arrive at as well as support the theoretical conclusions. Therefore Ball has gone ahead with numerous and unique case studies to draw conclusion that only re-emphasises his assumptions and also illuminate him with a clearer picture of his chosen field of research. Francis’ feminist theory on the other hand requires the research to record experiences of women in the broader social context. As her focus area is equality in education she has chosen a secondary classroom situation to observe the position of girls in a competitive learning atmosphere and also mark their communication, expression of thoughts and educational responses in the given context. Moreover the research also tends to include the participation of representative figures to underline the theory of deconstructing the myth about either gender and establish the un-romanticised version of each (Francis, 2000, p. 146). With the help of theoretical guidelines about feminism Francis tends to put up workshops to disillusion boys and girls about their respective social roles. Whereas Ball’s text about the post sixteen crowds develops and reinforces theory on the basis of empirical findings Francis’ text makes the theory that is embedded in concrete experiences as integral part of the research process and vice versa. Methodology The texts of the research studies show that both the researchers have chosen the qualitative approach. Given the subject matter and context of the research such a choice is most appropriate. But within qualitative approach the mode of interacting with the subjects of either researcher is different and context bound. Ball has mainly resorted to direct and indirect interviews of his samples. He has moulded his interviews more in the form of discussions than direct question and answers. It is most important to mention at this point that he has conducted his research on the case studies for over a period of five years (Ball, 2000, p. 134). This has helped him gather the vital information about their changing perspectives and personalities. On the other hand Francis in her qualitative research approach has incorporated innovative modes of interaction with her subjects. But as the context of her research is a typical classroom and also her purpose is to be passive and non-interfering she thereby resorts to observation. Francis has given an account of the methods of research that she has conducted. Apart from classroom observation she has also used the interview technique to get them to express their opinions on gender differences. But Francis has specifically pointed to an interesting method of relating her observation of their behaviours towards the opposite sex with their opinions (p. 21). In this way it would be possible to tackle with the little discrepancies in the thoughts and actions of the students. As part of her observation she has initiated workshops among students of the same sex to read into their psychological orientation. Obstacles faced by the researchers and solutions to them Ball had claimed that with the help of his case studies about two ordinary males like Luke and Jordan he would be able to explore certain ‘theoretical concerns’ over the ‘transition’ story of the ordinary youth to adulthood. But he was proven wrong as he discovered that his research has provided him with new issues about the choice of youths regarding career and education. He found out that there were other social and cultural forces that work behind their respective choice. He faced this was a kind of an obstacle in trying to arrive at certain theoretical conclusions. The other difficulty that he faced was with Wayne who kept on changing his opinions about his decision making factors. Unlike Luke and Jordan who are aware of their priorities that involve their families, a secured life and respectable job, Wayne constantly shifted his focus from one aspect to another (Ball, 2000, p. 138). He kept on swinging between being a DJ and enrolling for the Network Training course. And unlike Luke and Jordan information about career options to Wayne seems to be ‘heavily filtered’ (Willis, 1997, p. 92). As a result the focus of the research digresses to other issues that might not be relevant to the immediate research question. But at the same time it helps the researcher to re-orient the approach to the issue. It helped Ball to re-analyse the significance of context and especially that of the subject’s family as an essential factor in decision making. Francis on her part experienced difficulties especially in getting proper responses from some of the students. As she was working with students of secondary education level and within an enclosed space her difficulties were greater than Ball’s. In certain occasions she found male students intentionally trying to impede the workshop by being non-cooperative (Salisbury and Jackson cited in Francis, 2000, p.146). On the other hand the girls preferred to keep their thoughts to themselves and interact on a limited scale (p. 32). Francis comments on the technique of disregarding that particular individual when he does the speaking. By so doing he is made aware of his misconduct. It is a fact that the more obstacles the better the research as the difficulties help the researcher to take into consideration and thereby working out the solution to every detail. At the same time it helps the researcher develop a multi-dimensional approach. It is evident that there is a great difference in the context as well as time span of research between the two studies. Ball is dealing with a broader perspective in comparison to Francis. While Francis’ emphasis is chiefly on the educational equality and opportunity where she underlines the necessity of eradicating any form of gender discrimination, Ball has concentrated on the all encompassing issue of the construction of individual social identity for youth irrespective of gender or class. Overview Becky Francis’ feminist study of gender related educational issues within a classroom makes for an interesting and unconventional text. The whole approach to the topic of educational priorities of secondary students from the feminist perspective tends to demystify a lot of traditional beliefs about the respective capacities and potential of each sex. The theoretical perspective that Francis provides clarifies the basis of her approach. Her discussion on the under-achievements of both boys and girls and how the social construct termed ‘gender’ plays a crucial role in making general educational choices on behalf of the individuals form the central theme of the study. According to Francis the gender concept seems to come in the way of an individual’s choice of education and career. She emphasises upon the fact that there has been a traditional belief in the nature of jobs a boy is supposed to do and a deviation from it might make him seem effeminate. The same is true for girls as well. It is believed that domestic science and needlework are subjects preferred by women and were given less importance than more masculine subjects like maths and science (p. 8) and it has been observed that men outperform women in the field of higher education especially in the given subjects. On the contrary boys believed that reading is essentially a feminine habit (p. 137). Such pre-conceived ideas need to change for raising the educational achievement standard. From this point of gender discourses (p. 20) in education Francis aims to deconstruct the discourse that her research shows is very much prevalent even within a secondary classroom. She has meticulously planned her research strategy based on her feminist perspective. Her close observation of the male pupils and their communication and behaviour towards the female pupils confirm that both the boys and the girls are made gender conscious from the time they start making sense of the world. In the light of her theoretical assumptions she has formulated a number of classroom activities from reading women-centred books to debating over challenging topics concerning gender conflict. According to her it would help them be disillusioned about themselves as well as about each other. To this purpose she has referred to ‘single-sex workshops’ and also provided tips for teachers in practising the feminist principles within the classroom. Francis has on one hand stressed on the role of the teachers in dispensing equal treatment to boys and girls and on the other points out the importance of the parental involvement and role encouraging the child to develop interest in learning and performing well (Frater, 1998 and Reay, 1998). Francis has referred on her selection of qualitative approach of research depending on the context of her research work and has shown the innovative way of relating her theory to her research work. Her theoretical position and key concepts Francis has specifically mentioned of conducting the research from the feminist perspective that is also the guiding principle of her theory on the dominance of the social construct ‘gender’ on education. She particularly deals with the issues of male predominance in an educational atmosphere that also includes harassment of girls and innuendos used by the male pupils. As an example Francis provides the instance where Alan makes passes at Felicity (p. 36). She has resorted to the post structural and post modern (Burr, 1995) concepts of deconstruction of the gender discourse and the myth. Francis has aimed to create a neutral educational environment that would be motivated by healthy competition and not be turned into another area of gender discourse. She emphasises upon the point that as gender is a social construct of the biological concept of sex it is subject to change with a change in perception of its significance. Therefore it is not fixed or eternal. By so theorising she wants to point out the lack of substance and rationality in creating gender discourses. Francis with her path breaking research fuels the debate over the conventional approach to education and conceptualisation of gender. Social theory in relation to social research Her theory on social constructivism of gender politics is based on the theory of feminism. The feminist outlook however is not bounded by theory but is a culmination of unpleasant experiences and perceptions of social reality about the position of women in society. Therefore it could be said that as the theory is built up from experiences the research would tend to bring to the forefront other related factors and at the same time try to present a solution to the conflict. Francis’ research on one hand establishes the prevalence of the gender discourse within an educational setting and at the same time provides alternative measures for dealing with it in way of deconstructing the traditional notions and encouraging each individual student to understand his or her psychological demands and needs in the context of education and learning abilities so that they can become aware of their inherent learning potential and inclination to make future educational and career decisions. In the context of feminist theory the research provides reinforcement to the theoretical assumptions and the theory provides the necessary guidelines and direction to the research. It is a case of inter-dependence. Samples from data analysis On the basis of holding different workshops among both single-sex groups as well as mixed sex groups research shows that a number of attributes have been zeroed in on being essential to the character of an ideal pupil. The significant part that makes up the research conclusion is determining the number of times each attribute is mentioned or referred to by each pupil of both the sexes. For example the attribute ‘well behaved’ is referred by girls twice and by boys five times on an average (p. 155). By analysing the data gathered from this exercise one gets to draw certain conclusion about the difference in the reaction and responses of girls and boys to neutral concepts. But as the data shows there has not been any remarkable difference in the reaction of the pupils of both the sexes that only re-affirms Francis’ standpoint of neutrality and equality in education. Conclusion In conclusion it could be said that a comparative analysis between the two studies of research has emphasised upon a number of essential and significant issues in relation to youth and education. The social theory based research has also revealed the change that has set in the social matrix. It tends to subvert the established traditional structures by means of its revolutionary concepts. The significance of contextual reading of situation is re-emphasised by both the studies conducted by Ball et al and Francis in their respective fields. Another aspect that needs special mention is the inter-dependence of theory and research in the context of social research that has broadened the scope of research and has also contributed in making theory and research cater to problem solving. References Ball, S.J. Maguire, M. and Macrae, S. (2000) Choice, Pathways and Transitions, Post-16. Pub: Routledge Beck, U (1992). Risk Society: towards a new modernity. London, Sage Burr, V. (1995) An Introduction to Social Constructionism, London: Routledge. Coffey, A (2001). Education and Social Change. Buckingham. Open University Press Francis, B (2000) Boys, Girls and Achievement: Addressing the Classroom Issues. Pub: Routledge Frater, G (1998). Improving Boys Literacy. A survey of effective practice in secondary schools. London: QCA Hodkinson,P et al (1996) Triumphs Tears: Young People, Markets &Transition from School to Work. Pub: Taylor & Francis Reay, D. (1998) Class Work. Mothers involvement in their childrens primary schooling London: UCL Press Willis, P. (1977) Learning to Labour: How working class kids get working class jobs. Farnborough: Saxon House Read More