Sociologist’s see relationships and processes within school as playing a significant role in explaining differential achievement. These may be due to internal factors such as hidden curriculum, pupil subcultures, labelling, teacher – pupil relationships, the organisation of teaching and learning and identity. The hidden curriculum involves messages and ideas that schools do not directly teach, but which children learn, and which are part and parcel of the normal routines and procedures of the organisation. Sociologist’s such as functionalists value this as they believe that it helps foster cooperation, healthy competition and the spirit of meritocracy.
Another factor which may affect a students attainment is labelling and the self – fulfilling prophecy. Teachers’ expectatations can have an effect on a students performance and this then may have the effect of creating a self – fulfilling prophecy, whereby whatever they anticipate comes true because it is what they expect. This may happen by pupils accepting the label teachers give them as being true and internalise it as part of their self – concept, seeing themselves as for example, having low ability.
These are only two of many processes within the education system which may affect a students educational achievement. However, not all students conform to the rules and regulations of the system and the results of an individuals academic success is not always based on internal factors.
For all the latest Education News Click Here
For the latest news and updates, follow us on Google News.
