Are girls from ‘working class’ backgrounds more disadvantaged than ‘working class’ boys?
Evaluate how effectively the socal justice models discussed by Gale and Densmore address the disadvantages that students may experience due to their socio-economic background (or social class location) and their gender.
The Australian Education Union [2002] have declared that
“education policy should be socially just and equitable”. [Education should aim to] “equalize career and life opportunities, and to prevent the intergenerational transfer of poverty and disadvantage”.
Traditionally, education was seen as the great equalizer, as a means to distrupting class inequality. However, in recent years this view has been challenged by sociologists and statisticians. They have clearly and consistetly shown that socio-economic disadvantage, or ‘working class’ status, will generally have a negative effect on education and subsequent post-schooling opportunities (book pg57). Furthermore, socially just education must include gender equity. (pg71) This issue has been brought to light through the development of the feminist theory and its transformation of the socialist theory. (pg71) Studies have shown that although girls, as a gender group, outperform boys in schooling contexts, it is infact girls who struggle more within the post-schooling market. Therefore, the question to be posed is, is it ‘working class’ girls, or ‘working class’ boys, as a social group, who are at a greater disadvantage? I believe, and intend to prove, that the answer to this question is ‘girls’.
Education must be socially just and essentially ‘fair’ to all indviduals. There are various ways in which ‘working class’ females are not given a socially just education. This is generated through power relations, misinformation on cultural capital and a disadvanage through ………... All these factors drive this particular form of injustice.
Cultural Capital and schooling misinformation.
It has been...