Society, Family and Inclusive School Lesson 6

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

• LOS 1: Understand the relationship between the school and society using sociological concepts, identifying fundamental types of social inequality (social class, gender, ethnic culture) that schools both fight and perpetuate.
• LOS 3: Understand how the relationship between school and society in different historical periods requires different approaches to social inequality, considering it as a social reality and its impact on education.

6.1 Basic Concepts: Race and Ethnicity

• Race: Defined by collective, hereditary, and unalterable physical and biological characteristics (skin color, hair, eyes, facial shape) linked to a common origin. It often assigns value judgments (better/worse, good/bad) to physical traits in terms of ability, intelligence, and supposed level of civilization.
• Ethnicity: A human community defined by shared racial, linguistic, or cultural affinities. It differentiates groups from other populations based on cultural characteristics like language, religion, customs, and traditions.

6.2 Ethnic Diversity and Schooling

• Conditional Factors: The migration process, origin formation (apprenticeship schemes), and linguistic differences with the country of origin should be considered. Also, non-uniform migrant families (families without all members in Spain, families constituted in steps, new transnational families) and varied family structures (single-parent, divorce, new pairings) need to be accounted for.
• Social Origin of Migrants: The social backgrounds of migrants are vital, often having a double effect with ethnic minority status and poverty.
• Lack of Resources: Limited access to resources like after-school classes can compound disadvantages.
• Family Pressure: In some circumstances, family pressure to succeed academically to achieve better job opportunities may outweigh incentives to pursue education.
• Concentration in Schools: Certain neighborhoods experience high concentrations of specific ethnic groups that translate to similar concentrations in public schools, sometimes leading to segregation.
• Data - % of non-Spanish students: Data from 1998 to 2014 shows the evolution of the percentage of non-Spanish students in Spanish non-university education, ranging from 1.5% to over 10%.

6.2 Ethnic Diversity and Schooling (Continued)

• Distribution of Foreign Students (2015/16): A table shows distribution of foreign students across different European countries and others.
• Distribution by Education Level (2015/16): A table quantifies foreign students across different education levels in Spain.
• Student Dropping Out by Ethnicity (2010): Data shows the percentage of Spanish students and foreign students that leave education at different stages. Educational attainment data displays how dropout rates amongst foreign pupils are higher in numerous circumstances.

6.3 Immigration and Educational Achievement

• Onion Boado (2014) Analysis: Examines the relationship between family and school characteristics, and the gap in math knowledge at the end of primary school.
• Question 1 (Early Detection of Disadvantage): Investigates whether a demonstrable, negative impact on the educational performance of migrant children is present in primary education, especially concerning key subjects.
• Student Performance Data: Graphs present math and language grades across student groups (by country of origin), and demonstrate gaps in test scores (both in raw scores and % difference in scores) for immigrant students compared to native-born students.
• Reason for Educational Disadvantage: Factors relating to school and home life are discussed.
• Cultural Capital and Resources: The number of books in a household is described as a useful indicator of cultural capital, and how inequalities in cultural capital and resources impact school performance. Different levels and quantities of cultural capital are also assessed in relation to parental education levels.
• Impact of School Ownership: Data highlights that public school enrollment is higher amongst students from outside Spain compared to those born in Spain.
• Conclusions: Immigrant students in Spain present credible signs of educational disadvantage from a young age.

6.3 Continued

• Impact of School System: The equitable nature of the Spanish education system, as measured by comparative international studies, is challenged by the real-life experience of immigrant children.
• Lack of Relevant Resources: General pattern found that immigrant households are characterized by lack of culturally relevant resources in educational contexts (i.e., parental education, socio-economic status, cultural capital).
• Early Education Effect: International research showing a positive effect of early education on children's scores less readily translates when applied to immigrant students.
• Role of Schools: Schools play a limited part in the educational performance gaps between immigrant and native children.

Explore the complex relationship between school and society in this lesson focused on sociological concepts. Delve into issues of social inequality, including race and ethnicity, and understand how these factors shape educational approaches over different historical periods.