Social Class and Educational Achievement: A Marxist Perspective
Marxist sociologists argue that social class impact on educational achievement is the primary factor influencing student performance. They point to material deprivation as a key mechanism through which class affects education.
Working-class students often face challenges such as:
- Poor nutrition
- Crowded or cold housing conditions
- Lack of educational resources
These factors can lead to:
- More frequent absences from school
- Difficulty concentrating in class
- Missing out on crucial coursework
Example: Perry and Francis' research supports this view, showing that girls on free school meals consistently underperform compared to their peers not receiving free meals.
However, functionalists challenge this perspective, arguing that the education system provides opportunities for all students regardless of background.
Highlight: Statistical data complicates the Marxist view, as Chinese students from low-income backgrounds often outperform the national average at GCSE level.
Gender and Educational Achievement: A Feminist Perspective
Feminist sociologists contend that gender differences in school performance are the main factor affecting educational achievement. They argue that schools perpetuate patriarchal values through a hidden curriculum.
Key points from feminist research include:
- Heaton and Lawson's work on patriarchal values in schools
- Louise Archer's findings on underachieving girls adopting anti-school subcultures
- Gendered subject choices leading to potential career limitations for girls
Quote: "Girls are stereotypically viewed as obedient and hard-working. This labelling can make girls want to challenge these ideas and so underperform due to outdated, general, patriarchal ideas."
Feminists argue that these factors contribute to a gender pay gap in certain professions.
Vocabulary: Hidden curriculum - The unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school.
