Vpliv družbene neenakosti na izobraževalne dosežke

Vrhovnik, Nina (author), Šimenc, Marjan (mentor)

Položaj osebe v družbi pomembno vpliva na mnoga področja v življenju. Družbeni položaj povečuje ali zmanjšuje možnosti za pridobitev tistih stvari, ki so v določeni družbi opredeljene kot želene. Po Gerthu in Millsu (Haralambos, Holborn, 1999) te življenjske možnosti vključujejo tudi možnost do izobraževanja in izobrazbe. Izobrazba je eden ključnih dejavnikov, ki vplivajo na družbeni položaj posameznika. V diplomski nalogi me je zanimalo predvsem, ali ima vsak posameznik enake možnosti za uspeh v vzgojno-izobraževalnem sistemu, in kako družbena neenakost vpliva na dosežke v izobraževanju. Dotaknila sem se vprašanj o tem, kakšno vlogo ima šola pri reprodukciji družbene neenakosti. Ter tudi, kako lahko vrtec omili vpliv družbenega razreda na uspešnost otroka in prispeva k enakosti možnosti. Opirala sem se zlasti na dela Pierra Bourdieja, Basila Bernsteina ter slovenske empirične raziskave o vplivu socio-kulturnih dejavnikov družinskega okolja. Bourdieu je vpeljal pojem »kulturni privilegij«, s katerim je označil, da najbolj privilegirani študenti na univerzi ne uživajo le okolja, ki je podobno tistemu, iz katerega izhajajo, ampak imajo navade, prakse in stališča, ki jim neposredno pomagajo pri izobraževanju. Bernstein meni, da družinsko okolje in izobrazba staršev vplivata na otrokov jezikovni razvoj, posledično pa tudi na izobraževalne dosežke. Slovenske empirične raziskave so potrdile, da ima vključenost v kakovosten vrtec pomembno vlogo predvsem za otroke, ki prihajajo iz socialno-ekonomsko in kulturno manj spodbudnega okolja. Ti otroci imajo manj možnosti za doseganje višjih ravni razvoja in s tem tudi manj možnosti za učno uspešnost v šoli. V vrtcu s kakovostnim programom pa imajo možnost nadoknaditi nekatere primanjkljaje v razvoju in biti vključeni v proces poučevanja in učenja. (Marjanovič Umek, Gaber, 2009).

• Language: Slovenian
• Keywords: družbeni položaj
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2019
• PID: 20.500.12556/RUL-108473
• COBISS.SI-ID: 12498249
• Publication date in RUL: 17.07.2019

Secondary language

• Language: English
• Title: The impact of social inequality on the achievements in education

Abstract

A person's social position significantly influences many aspects of his or her life. It increases or decreases life chances to achieve what is desirable within a given society. According to Gerth and Mills (Haralambos, Holborn, 1999) these life chances also include access to education and achievement of education. Education is one of the key factors that influence one’s social position. The thesis primarily deals with the question of an individual’s equal educational opportunity in an educational system and of how social differences influence academic achievement. Furthermore, it looks at the school’s role in creating social inequality as well as the preschool’s capability of mitigating the impact of the socioeconomic status on a child’s success and its contribution to equality of opportunity. The claims are mostly based on Pierre Bourdieu’s and Basil Bernstein’s work and the Slovenian empirical research on the influence of sociocultural factors of the family environment. Bourdieu introduced the term ‘cultural privilege’ which denotes that students with privileged backgrounds not only find themselves in an environment similar to their own but have habits, skills and viewpoints that benefit their education. Bernstein believes that the family environment and the parent’s education influences linguistic development and therefore academic achievement. The Slovenian empirical research has confirmed that quality preschool enrolment is especially important for children from socioeconomically and culturally disadvantaged backgrounds who have less opportunities to reach higher developmental levels and fewer chances for academic achievement. Preschool with high-quality program offers these children the opportunities to make up for some developmental deficits and be part of teaching and learning process. (Marjanovič Umek, Gaber, 2009).

• Keywords: social status