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Summary SOC1005S Exam Notes: Education section

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summary of the education section of soc1005s information taken from the textbook and my lecture note

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  • 23 juni 2017
  • 17
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Structure and Agency
Agency
 A person’s free will
 Not influenced by society


Structure
 Influences a person’s decisions
o Resulting in a lack of agency/free will
 Recurring pattern of social behaviour
 The ordered interrelationships between the different elements of a social
system or society
o Norms
o Values
o Social roles
 Institutions can influence these elements
o Kinship
o Religion
o Economic institutions
o Political institutions

Structures affecting schooling outcomes
Economic resources
• How expensive a school can the family afford?
• Can the family afford enough food to send the pupil to school well-fed?
• Can the family afford electricity and is the house large enough for the
pupil to homework in the evenings?
Political resources
• Do people with few economic resources have the political power to
challenge this?
• Who, for example, makes decisions about the schooling system?
Other resources
 Nutritional choice
o What kinds of food?
 Parental encouragement and guidance
 Assistance with homework?
 Parental school involvement
 Do parents understand/can they teach their children how the education
system works
o How to do well in school
o Or how to get access to a better school?

,Structure affecting SA youth’s aspirations
 Perception of opportunity structure?
o Do young people believe that they can create a better life, climb the
socio-economic ladder?
 Economic conditions in the future
o higher education = better income
o does the prospect of a lower income, or unemployment influence
aspirations?
 Family
o To what extent does the family influence youth’s aspirations?
 Attitudes and behaviour in the community
o Does everyone support education?
o Do people support youth, or rather hold them back?

,Theories of inequality in education
Basil Bernstein: significance of language
 Different classes have different language use patterns
o Upper class patterns were more valued and more effective in
school
o Influences the ability of these groups to succeed in schools
 Therefore upper class advantaged and lower-class disadvantaged
o Reproduces class structure in society
 Through education
 Because of language


Pierre Bourdieu: cultural capital and ‘habitus’
Cultural capital
 Passed on from one generation to another
 Results in social and cultural reproduction
 Examples
o Cultural background
o Knowledge
o Thoughts
o Behaviour/style
o Tastes
o Skills
2 dimensions of cultural capital
 Directly instrumenal dimensions
o Knowledge of how systems work
 Education system
 Labour market
o Results
 People with high cultural capital at an advantage because of
this knowledge
 Indirectly instrumental/general dimensions
o Basis for classification
o Peoples’ tastes relating to high culture
 Types of music
 Forms of art
 Styles of clothing
 Speech
 Preferences of sports
o Results
 Classifies people
 Exclude and include
 Defines what class one belongs to
 Therfore also how others see you

,Social and cultural reproduction in and through education
In education
 Children from upper class background acquire knowledge enabling them
to succeed in school
 Schools are foreign cultural environments for lower class children
o Schools= upper class values and outlooks
o Lower class children= lower class values and outlooks
o Causes a clash
 Results
o Lower class disadvantaged in education
Through education
 Academic achievement= economic achievement traffic
 Because lower class disadvantaged in education, they disadvantaged in
economic achievement

, Education inequality in SA education
Racial inequality
 Higher levels of repetition among previously disadvantaged youth
 Generally previously disadvantaged graduates leave with lower levels of
education than their white peers


Reasons for inequality
All reasons notably influenced by one’s wealth/class
Quality of schools
 Shown to negatively impacts educational outcomes
 What determines school quality
o teacher qualifications
o teacher motivation
o teacher-pupil ratio
 Levels of schools
o Public schools
 Subsidised by government
 Learners pay little or no school fees
 Schools therefore poor
o Semi-private schools
 Subsidised by government
 Learners pay school fees to supplement subsidy
 School got more money to improve
 Middle level schools
o Private schools
 No subsidy
 Learners pay large school fees
 Exremely well funded because of the school fees
 Top level schools
 Class/wealth determines which level of school you can afford

Parental level of education
 Positive relations between parental level of education and education
outcomes
 Better educated parents
o place higher value on schooling
 willing to spend more on education
o more able to help children with school work
 Less educated parents
o Pass on unmotivating messages around education
 unknowingly or knowingly
 Because well educated people are more wealthy, wealth is a determinant
of your parents’ level of education

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