Extent to which Educational Attainment is Determined by Ability
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To What Extent is Educational Attainment Determined by Ability
Education plays significant role in the society. Several theories, which deal with the formulation of educational aspects of education, exist in relation to society. The two most relevant theories are the consensus and conflict theories. According to sociologists, society possesses two faces, that of consensus and the one of conflict. The consensus theory focuses on social order because of a tacit agreement. The school of thought views social change as taking place in a slow, orderly fashion and considers norms and values as basic societal factors. On the other hand, consensus is a situation where there is a belief that lack of conflict is advantageous. This implies the state of equilibrium, which is based on widespread agreement by the whole society, may be present (Goodlad 2006).
Sociologists studying the role of education in the society focus on the education system as well as how individual characters and social institutions affect them. Education is viewed as an attractive social practice that thrives in an attempt to identify talents and personal skills, with subsequent improvement. Social theorists who support this approach holds structural functionalism and claim education has numerous positive functions. Among the most important roles of education is the maintenance of the modern day workforce. However, this view is not universal because Marxists take a contradictory opinion. They believe that education serves to reproduce inequalities in social life. This comes with negative implications for society. The conflict approach suggests that the system of education never promotes equality. Instead, it transmits capitalistic values and norms, which benefits the ruling class only, leaving the middle class disadvantaged (Lawton 2013).
The theories are applicable in evaluating the extent to which ability determines educational attainment. Natural ability, intelligence and personality all determine student’s educational attainment (Duckworth 2008). A student whose mental ability is high as established by IQ tests is a quick learner. Likewise, students with higher conscientiousness put a lot of effort and are highly motivated. Consequently, they usually achieve highly in their academic endeavours. In a recent survey, it was established that curiosity, when measured by intellectual engagement, might have a significant influence on educational achievement when coupled with the student’s conscientiousness and ability (Ronald 2003).
The concept of meritocracy is quite critical in the consensus approach when it comes to the study of education. A sociologist called Parsons endorsed the idea. He talked of a sociological system where rewards are given for ability, hard work, and talent. People are rewarded for all their efforts in such a situation. This is not based on characteristics like age, ethnicity, gender, and class. This gives all students within such an education system equal chances to succeed in life. One example that attempts to create a school system with meritocracy is the tripartite system established under the Butler Act of the year 1944. By creating Secondary, Grammar, and Technical schools, the government was attempting to recognize the need for equal opportunities. This was meant to suit students’ abilities to the right form of schooling. In addition, it provided free secondary education for students between the ages of 6 and 20 (Imhoff 2004).
Class and background notwithstanding, the emphasis is an attempt to create equal chances for students across the United Kingdom. This approach has faced heavy criticism. Though the education system itself has been approved, the grading criterion means that the 11+ is open to all students. The test and evaluations were considered to be written in high-class language, which meant that the middle class were still disadvantaged. The system, in actual sense, leaned towards Marxism. Apparently, it reproduced inequalities in social classes, rather than promoting functionalist ideas (Stinnett 2001).
Social theorists have proposed and promoted reforms of the education system in the United Kingdom. Marxists have helped build a robust base of evidence for guiding these reforms. In more than 50 countries, the sociologists have begun to use an approach of systems meant to achieve improved education results. Using ideas drawn from an initiative called the Systems Approach for Better Education Results (SABER); they have developed numerous analytical tools. As a global knowledge platform, SABER has helped many countries assess their policies of education. In addition, it has helped in identification of actionable priorities meant to facilitate learning in the education systems.
Labelling determines students’ academic outcomes but this depends on the labels teachers give them in class. Consequently, the expectations the teachers have on the students are not achieved. For students in the borderline of failing and passing a particular grade or class level and those who require extra attention, academic labelling influences their futures and academic progress. Additionally, the ramifications of student labelling in their behavioural and academic futures make them fail (Brademas 2002).
Labels carry a lot of significance in any academic environment. They are not mere modes of student classification in the classroom. This way of classification helps teachers of disabled students as they specify the form of aid the students require. However, it provides for mainstream and regular students the opportunity for bias in the classroom. Labels such as ‘slow’, ‘bright,’ ‘difficult’ or ‘trouble-maker,’ entail a number of expectations associated with them. When known to the student, it might end up being a self-fulfilling prophecy.
Social class, gender, and ethnic groups all demonstrate that the lack of material resources may affect intellectual growth. Students whose parents are working finish school earlier and possess higher qualifications compared to their low class counterparts. The former also dominate institutions of higher learning. When middle people ‘make it’ to colleges, they are often aware of the ‘otherness’ they possess within that institution. This can be attributed largely to the way cultural capital within higher education plays out. All these markers signify one’s class position, as with other identity categories. Therefore, the level of access an individual has to cultural capital may be rendered invisible by speech patterns, which can mark a person out as ‘other’ within an educational space (Davies 2013).
Race and ethnicity intersect with assumptions about language and accent. African or Afro-Caribbean women presumed to be working may not get the opportunity to attend an institution of higher learning. Working class women in institutions of higher learning may use their accent as a form of resistance to undermine the snobbish, expose the pompous, as well as challenge the stereotypes about them (Sobhi 2004).
The issue within the study of class, gender and education is the academic underachievement of boys and their access to education. There is an assumption that male tutors are required in boys’ schools to ‘relate to’ the disaffected boys. Policy makers and social commentators think the need is due to the ‘unruly’ nature of few boys in schools. Many male role models are necessary because they provide disaffected boys with a model for educational success and discipline. In the UK, primary schools are encouraged to become more ‘male friendly’. Feminisation of primary schools has rendered them unwelcoming for most males. Female teachers susceptible to being blamed as a ‘feminist conspiracy’ have been suspected against boys in those schools (Association 2008).