Social class and educational achievement : a case study

Abstract

This case study is meant to shed light on the extent to which social class influences educational achievement of children. Functionalist school of thought sustains notions such as those of equality of opportunity and meritocracy. In contrast, Marxism is based on theories of reproduction, resistance and relative autonomy of the educational system. This dissertation, based on qualitative and quantitative research strategies, was conducted in a Maltese state primary school with the participation of two different streamed classes, namely a Year 5A and a Year 5D class. The findings of the research clearly show that home background is a determining factor in the achievement of pupils. Indeed the number of working class children found in the lower stream outnumber that in the higher stream, even though there are a few cases where children corning from low class origins manage to achieve at par with the good achievers, and consequently are in the 'A' class. Such findings support Marxist sociology and strongly contest functionalist theories because it seems pupils are being selected according to class origins rather than on merit. The function which education is playing is questionable, since it not only deprives the socially disadvantaged from achieving at school, but it also denies them opportunities of social mobility, in a streamed system which needs to be abolished if we want schooling to be really inclusive for all children and to be more socially just.