Society, Family and Inclusive School (2021-2022) PDF

SOCIETY, FAMILY AND INCLUSIVE SCHOOL Course 2021-2022 Professor: Laureano Martínez Lesson 6:  Expected learning outcomes of this lesson: LOS 1. To know the relationship of the school with society through sociological concepts identifying: (a) The fundamental types of social inequality (social cl...

SOCIETY, FAMILY AND INCLUSIVE SCHOOL Course 2021-2022 Professor: Laureano Martínez Lesson 6:  Expected learning outcomes of this lesson: LOS 1. To know the relationship of the school with society through sociological concepts identifying: (a) The fundamental types of social inequality (social class, gender and ethnic culture) that the school fights and reproduces. LOS3. Understand how the relationship between school and society in each historical moment supposes: b) A different way of approaching the issue of social inequalities, both as a social reality and because of its impact on education. 6.1. BASIC CONCEPTS: RACE AND ETHNICITY 4  6.1. BASIC CONCEPTS RACE It is based on the consideration of collective, hereditary and unalterable physical and biological characteristics (colour of the skin, hair, eyes, shape of the face and general physical appearance), linked to a common origin. It attributes to physical features a valuational significance (better/worse; good/bad) in terms of ability, intelligence, degree of civilization. 5  6.1. BASIC CONCEPTS ETNIA Human community defined by racial, linguistic, cultural, etc. affinities. Group/collective that bases its differentiation from other populations on cultural particularities: language, religion, certain customs/traditions, etc. 6 6.2. ETHNIC DIVERSITY AND SCHOOLING 7  6.2. ETHNIC DIVERSITY AND SCHOOLING Conditional: The migration process Origin formation and apprenticeship schemes Linguistic differences with the country of origin. Also to take into account: non-uniform migrant families (families without all the members in Spain; families constituted "in steps" by regrouping; new "transnational" families, etc.) and with different modalities (single-parent, divorces and new pairings, etc.). 8  6.2. ETHNIC DIVERSITY AND SCHOOLING Do not forget the social origin of migrants. Often there is a double impact: ethnic minority and humble social origin. Lack of resources to compensate for disadvantage (e.g. after-school classes). In some cases, family pressure in terms of studies (greater educational expectations to obtain better job opportunities than parents) or lack of incentives. 9  6.2. ETHNIC DIVERSITY AND SCHOOLING There can be a phenomenon of concentration in certain neighbourhoods and, consequently, in schools, mostly public, which can lead to school segregation. 10 6.2. ETHNIC DIVERSITY AND SCHOOLING 11 6.2. ETHNIC DIVERSITY AND SCHOOLING 12 6.2. ETHNIC DIVERSITY AND SCHOOLING 13  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Onion Boado (2014) The relationship between family and school characteristics and the gap in children's mathematics knowledge at the end of primary school is analyzed. Questions to ask: 1. Is a worse position of immigrant children already detected in primary education in terms of their results in the most important curricular subjects? 14 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 15  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 2. What is the reason for the immigrant disadvantage in such early stages of the educational trajectory? There are several candidate factors to explain this situation. Broadly speaking, it can be due to two families of factors depending on whether they originate in the home or in schools. 16 6.3. IMMIGRATION AND EDUCATIONAL ATTAINMENT The impact of household characteristics 17  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT A more creative indicator than the previous one to measure differences in the cultural capital of families: an estimate of the number of books in the household. 18 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 19  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT While barely 30% of native households report having fewer than 25 books, among immigrant households, the volume of those concentrated at this level is almost 60%. Cultural capital is not the only resource that households can accumulate to help their children overcome the obstacles imposed by the education system. Financial resources could be used to choose better schools or to stimulate children additionally with extracurricular activities, etc. 20  6.3. IMMIGRATION AND EDUCATIONAL ATTAINMENT Impact of school Apart from families, the education system may also be responsible for inequality in educational achievement. Two indicators of school performance: ownership of schools and average socio-economic composition of the student body. And another to indicate: age at the start of schooling. 21  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Are the children of immigrants accruing the same advantage as those of natives through early schooling? - The gap between migrant and native children increases even when the former are enrolled in school before the age of two. 22 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 23  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Impact of the ownership of the centre The children of those born outside Spain are much more represented in the public segment of the school market than the children of those born in Spain. While 84% of the former attend public education, only 62% of the latter do so. 24 6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT 25  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Conclusions Students of immigrant origin in Spain show credible signs of disadvantage from a very early age. 26  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The Spanish education system, which has traditionally been described as highly equitable in the framework of international studies that compare the competencies of students in secondary (PISA) and primary (TIMMS and PIRLS), has a challenge to face in the school integration of immigrant children. 27  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The general pattern found is that immigrant households have poor access to educationally relevant resources: parental education, socio- economic status and cultural capital. 28  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT The beneficial effect of early education that has been shown as a very robust conclusion from the best international literature is less positive for the children of immigrants in primary education than for the children of natives. 29  6.3. IMMIGRATION AND EDUCATIONAL ACHIEVEMENT Contrary to common belief, schools seem to contribute little to the differences between students from immigrant and native backgrounds. 30  VIDEO Video: "Entre les murs" by Laurent Cantet. Part 1, 2 and 3. https://www.youtube.com/watch?v=W97XRLnM5lU 31