{"id":4779,"date":"2025-01-16T14:10:40","date_gmt":"2025-01-16T14:10:40","guid":{"rendered":"https:\/\/sites.manchester.ac.uk\/global-social-challenges\/?p=4779"},"modified":"2025-01-20T18:37:18","modified_gmt":"2025-01-20T18:37:18","slug":"educational-inequality-why-the-education-system-falls-short-for-the-working-class","status":"publish","type":"post","link":"https:\/\/sites.manchester.ac.uk\/global-social-challenges\/2025\/01\/16\/educational-inequality-why-the-education-system-falls-short-for-the-working-class\/","title":{"rendered":"Educational Inequality: Why the Education System \u2018Falls Short\u2019 for the Working Class"},"content":{"rendered":"

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Article by E<\/strong>melia Bulmer<\/strong><\/p>\n

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What is Educational Inequality?<\/strong><\/h5>\n

Educational inequality refers to the disparities in opportunities and outcomes in education between privileged and disadvantaged groups (Educational Inequality – an overview I ScienceDirect Topics, 2015). This includes differences in academic achievement, learning experiences, and future opportunities. It is a complex global issue reinforced by intersecting systems of inequality within educational systems. This blog will focus specifically on social class and explore why the education system fails those at the lower end of the social hierarchy.<\/p>\n

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Why Does It Exist?<\/strong><\/h5>\n

Educational inequalities among social classes in the UK remain significant, with the working class underperforming significantly compared to their middle and upper-class peers. The most significant factor contributing to this issue appears to be a child’s socioeconomic background. More than 70% of children from the richest tenth of families earn five good GCSEs, compared with fewer than 30% from the poorest households. Additionally, children who are eligible for free school meals in England perform significantly worse at every stage of schooling (Tahir, I. 2022). There are multiple reasons for this disparity, the first being financial resources. Middle-class families can provide educational materials for their children that lower-income households may not be able to afford. Items such as books, revision materials, technology, cultural trips, personal tutors, housing, private education, and even diet all contribute to a better education. Even the size and condition of a home can affect a child\u2019s educational experience. For example, lower-class households tend to be more overcrowded, which may limit the ability to study independently in a quiet space.<\/p>\n

However, financial factors are not the only reasons why working-class individuals underachieve. Factors such as cultural capital, parental attitudes, teacher expectations, socialisation, and self-esteem all play a role (tutor2u, 2020). Middle and upper-class parents tend to have higher aspirations for their children and place more pressure on them to succeed, as many would be expected to attend university, following the path of other family members. A working-class student may feel less pressure to excel and might not receive the same level of support from their parents, who may not perceive the value of education as strongly, particularly if they themselves did not achieve high academic results. Teachers may also associate a student\u2019s class with educational outcomes, leading to labeling. For instance, a working-class child may be negatively labeled, which can result in continued underperformance and lower self-esteem. Furthermore, the education system is thought to advantage the middle class, as their attitudes and behaviors, considered more favorable, align with the system’s expectations- known as habitus. In contrast, the working class often lacks these traits, placing them at a disadvantage. Therefore, we can see that inequality between different classes within society creates an environment in schools where the working class are disadvantaged. Despite the existence of policies aimed at reducing these disparities, such as pupil premium funding, educational inequality continues to exist, showing that financial resources alone cannot resolve the underlying issues within the system.<\/p>\n

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How to Minimize the Gap<\/strong><\/h5>\n

It\u2019s clear that a child’s socioeconomic background plays a significant role in why working-class students tend to underperform. The wealth and associated lifestyles and attitudes linked to one’s class contribute to these ongoing inequalities. Wilkinson and Pickett point out that social issues, including educational performance, are more prevalent in unequal societies. These issues are not solely tied to a country\u2019s overall poverty but arise from the polarisation of status and wealth distribution within society (Wilkinson and Pickett, 2009). Therefore, to address educational differences, we must work to minimise the polarisation gap between the rich and the poor and strive for greater equality. The education system must also undergo some changes to better adapt to the working class, thus helping them achieve better.<\/p>\n

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References:<\/p>\n

Educational Inequality – an overview | ScienceDirect Topics<\/em> (2015) Sciencedirect.com<\/em>. Available at: https:\/\/www.sciencedirect.com\/topics\/social-sciences\/educational-inequality<\/a>.<\/p>\n

Tahir, I. (2022) The UK education system preserves inequality \u2013 new report<\/em>, Institute for Fiscal Studies<\/em>. The conversation. Available at: https:\/\/ifs.org.uk\/articles\/uk-education-system-preserves-inequality-new-report<\/a>.<\/p>\n

tutor2u (2020) Differential Educational Achievement by Social\u2026<\/em>, tutor2u<\/em>. Available at: https:\/\/www.tutor2u.net\/sociology\/reference\/differential-educational-achievement-by-social-class-out-of-school-factors<\/a>.<\/p>\n

Wilkinson R, Kate Pickett. Chapter 2: Poverty or Inequality? In: Pickett Kate, ed. The Spirit Level: Why Equality Is Better for Everyone. Rev. ed. Penguin; 2010:15-30. https:\/\/contentstore.cla.co.uk\/secure\/link?id=62f9e3ee-b9d8-e611-80c9-005056af4099<\/a><\/p>\n

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