Society and Inclusive School Lesson 6
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Questions and Answers

Race is defined as a community based solely on linguistic affinities.

False

Ethnic diversity in schools considers migrations and the social origin of migrant families.

True

Social inequality in education is exclusively linked to ethnic culture.

False

The concept of ethnicity focuses on biological characteristics and their significance.

<p>False</p> Signup and view all the answers

Migrant families can be uniform, consisting of all members residing in the same location.

<p>False</p> Signup and view all the answers

Study Notes

Society, Family and Inclusive School Course 2021-2022, Lesson 6

  • Course title: Society, Family and Inclusive School
  • Course year: 2021-2022
  • Professor: Laureano Martínez
  • Lesson number: 6

Expected Learning Outcomes

  • Learning Outcome 1 (LOS 1): Understanding the relationship between school and society using sociological concepts. This includes identifying fundamental types of social inequality (social class, gender, and ethnic culture), which the school both fights and reproduces.
  • Learning Outcome 3 (LOS 3): Understanding how the relationship between school and society changes across different historical periods, and how social inequalities impact education in each era. This involves a multifaceted approach looking at social reality and the implications for education.

6.1 Basic Concepts: Race and Ethnicity

  • Race: Defined by collective, hereditary, unchangeable physical and biological characteristics (skin color, hair, eye shape). Race is linked to a common origin and assigns value (positive or negative) to these traits based on perceived ability, intelligence, or civilization.
  • Ethnicity: Refers to a human community defined by racial, linguistic, and cultural similarities. It differentiates groups from other populations based on cultural factors like language, religion, customs, or traditions.

6.2 Ethnic Diversity and Schooling

  • Conditional Factors: The migration process, variations in linguistic background, origin formation, apprenticeships, family structures (e.g., migrant families in Spain, transnational families, single-parent families, or families reorganized across different steps due to migration).
  • Social Origin of Migrants: The ethnic minority and socioeconomic background of migrants can have a double negative impact on education, influencing their educational trajectory.
  • Lack of Resources: Students facing disadvantages can lack resources to compensate for issues in school (e.g., after-school classes/resources).
  • Family Pressure & Incentives: Some families may strongly emphasize educational achievement for their children as a pathway to better job opportunities, whereas other families might lack incentives for school/academic success.
  • School Segregation: Concentration of students from similar ethnic backgrounds can lead to segregation.

6.2 Ethnic Diversity and Schooling (Data)

  • Graph 1 (Data): Data showing the evolution of the percentage of foreign students in non-university education in Spain (1998-2014). The graph illustrates different percentages of foreign students over time.
  • Table 3 (Data): Data showing the distribution of foreign students in Spain by geographical zone in the 2015/16 academic year, categorized by total number of migrants and regions like Europe, Africa, Central/South America, Asia, and Oceania.
  • Table 4 (Data): Data on distribution of foreign students in Spain by educational level (infantil, primary, special, secondary, etc.) for 2015/16.
  • Table 6 (Data): Data showing the rate of education abandonment (based on graduation level) for students from Spain and those from abroad, in the 2010/11 academic year.

6.3 Immigration and Educational Achievement

  • Onion Boado (2014): Analysis focusing on the relationship between family and school characteristics, and the difference in children's mathematical knowledge upon leaving primary school.
  • Question 1: Is a disadvantage in primary education already evident for immigrant children, particularly in crucial academic areas (like math and language)?
  • Figure 1 (Data): The figures displaying average scores in mathematics and language for different student groups (e.g., Morocco, other countries, Latin America, other Europeans) from the year 2015. The data shows the results of immigrant and native students in mathematics and language.
  • Question 2: What factors are impacting immigrant student disadvantage in early education? Researching explanations of the challenges in learning, considering home and school influences.
  • Figures 3 & 4 (Data): Data on the educational background of parents among students from migrant and native backgrounds in Spain. This helps to understand the link between parental education and student outcomes.
  • More creative indicator: The number of books in the home is a possible indicator of cultural resources.
  • Figure 5 and 6 (Data): Data on the distribution of cultural capital and how it impacts on immigrant children's scores.
  • Impact of early childhood education: Children in immigrant households report having fewer than 25 books in their home at primary school age than native-born children.
  • Factors other than cultural capital: Financial resources and choice of school type are important factors to consider, as access to them can play a crucial role in overcoming challenges.
  • School impact: In addition to factors within family life, the structure of the school environment may also influence educationally relevant outcomes, creating discrepancies along socio-economic lines within institutions.
  • Early enrollment: The gap in achievement appears even when immigrant children begin school before the age of two.
  • Center ownership: Public schools in Spain often enroll a higher percentage of migrant students, suggesting a potential difference in the educational experience based on school type. This is accompanied by statistics suggesting a higher percentage of migrant children are enrolled in public schools than in private institutions.
  • Conclusions: Students of immigrant origin in Spain often display clear signs of disadvantage at an early age.
  • Challenges for the system: The Spanish educational system, often regarded as equitable by international standards, may need to overcome challenges in integrating immigrant children.
  • Parental education and household resources: The general pattern in immigrant households is a lack of access to relevant resources in education (such as parental level of education, socioeconomic conditions, and cultural resources).
  • Contrast with the beneficial effect of early education: While early education is deemed very important and effective according to international standards, this does not appear to be the case for immigrant children in primary education, particularly when comparing to native-born students.
  • School impact (again): Schools appear to have limited ability in mitigating disparities between immigrant and native students.

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Explore the key concepts of race and ethnicity within the context of societal structures and education in this lesson. Understand how social inequalities based on class, gender, and ethnicity affect the relationship between schools and society across different historical periods.

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