eflect on how students’ experiences and expectations of schooling are shaped by multiple factors outside ofeducation, including family, background, history and geography. Include your personal experiences in thisreflection and use relevant materials from the unit resources to support your arguments
Question
eflect on how students’ experiences and expectations of schooling are shaped by multiple factors outside ofeducation, including family, background, history and geography. Include your personal experiences in thisreflection and use relevant materials from the unit resources to support your arguments
Solution
Students' experiences and expectations of schooling are shaped by a multitude of factors outside of education. These factors include family, background, history, and geography. Each of these elements plays a significant role in shaping a student's perspective on education and their expectations from it.
Family is the first institution where a child learns. The values, beliefs, and attitudes instilled by the family significantly influence a student's approach to education. For instance, a family that values education will likely encourage their children to take their studies seriously, setting high expectations for their academic performance.
Background and history also play a crucial role. Students from disadvantaged backgrounds may view education as a means to escape poverty and may therefore have higher expectations of what education can provide for them. Conversely, students from affluent backgrounds may take education for granted, viewing it as just another step in their life.
Geography, too, shapes students' experiences and expectations of schooling. Students in urban areas may have access to better educational resources and therefore have different experiences and expectations than students in rural areas who may not have the same level of access.
Reflecting on my personal experiences, I grew up in a family that placed a high value on education. This significantly shaped my expectations of schooling. I was expected to perform well academically and saw education as a pathway to a successful career. The resources provided in this unit, such as the readings on the influence of socio-economic status on education, further support these arguments.
In conclusion, students' experiences and expectations of schooling are shaped by multiple factors outside of education. Understanding these factors can help educators create more effective learning environments that cater to the diverse needs and expectations of their students.
Similar Questions
Evaluate the view that ethnicity is the most important influence oneducational attainment.Indicative contentIn support AgainstPoints Attainment varies byethnicity, both relatedto and independent ofclass. Material factors varywith ethnicity,especially groupsexperiencing householdand communitymaterial deprivationand links to attainment. Cultural factors varywith ethnicity – culturalcapital, schoolknowledge andethnocentriccurriculum. Teacher negativestereotypes of pupilsoften linked to ethnicity.Labelling, streaming,discipline, exclusions. Ethnic subculturesinfluencing motivationand attainment. Teachers may havedifferent expectationsof gender withindifferent ethnic groups. Girls’ disadvantageshave been easier toaddress successfullywith social policy. Pupils’ self-image andaspirations linked totheir ethnicity andaffects impact of classand gender. Evidence of class beingthe dominant factor ineducational inequality. Ethnic inequalities oftenonly significantbecause of lower classcontext. Class differences moreentrenched incapitalism. Varies according tonational context; someplaces girls excludedfrom educationwhatever ethnicity,private school can betoo expensive whateverethnicity, etc. Meritocratic argumentthat attainment mainlydue to Intelligence andeffort. Structuralist views thatlimits on attainment setby needs ofsociety/economyirrespective ofindividual identities.269699/32 Cambridge International AS & A Level – Mark SchemePUBLISHEDMay/June 2022© UCLES 2022 Page 11 of 14Question Answer Marks4 In support AgainstResearchevidenceBourdieuGillborn and YoudellMorley and LussierMac an GhaillMirzaConnollyShain,Modood,SewellArcherReidJamalJacksonBallReayBoalerAdditionalconceptsMaterial deprivationCultural deprivationCultural capitalHabitusInstitutional racismEthnocentrismPatriarchyCounter school subcultureCapitalismClass conflictIdeologySocial mobilityAttainment gapMeritocracyThe above content is indicative and other relevant approaches to thequestion should be rewarded appropriately.Use the levels of response marking grids at the end of the mark scheme toassess Question 4.9699/32 Cambridge International AS & A Level – Mark SchemePUBLISHEDMay/June 2022© UCLES 2022 Page 12 of 14Levels of response for Question 4The maximum mark for Question 4 is 26.Examiners should award up to 10 marks for AO1, up to 6 marks for AO2, and up to 10 marks for AO3.Level AO1: Knowledge and Understanding Marks5 Very good knowledge and understanding of the view that ethnicity is themost important influence on educational attainment. The response contains a wide range of detailed points with very gooduse of concepts and theory or research evidence.
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