Classism
TCPB 111 – Social Context of Schooling in Bahrain
Individual Essay
Equality and inequality of education
Classism and Education
There are several forms of inequality that can be found in education field. Learners maybe treated differently because of their "race, gender , social background ,age, religion and class " (Schniedewind & Daivdson, 1998,p.1). If we take a deeper look into what equality actually applies then it 's :all learners should be "treated fairly" and "respected despite their diversity" .and most important that all have the same "equal opportunities" (Schniedewind & Daivdson, 1998,p.1) .The question of how this could be applied in the school community leads us to discover how hard it is to assure equality for all learners, considering that most –if not all- types of inequality and social injustice are implied and may happen "unintentionally". For that, I chose to go deeper in one of the unspoken about forms of inequality which is classism. Trying to uncover some of the claims -as I see it-, and presenting what I do agree it is true in Bahrain. Later on, I will go through some of the programs by the ministry of education in cooperation with schools, in order to close the class gap between students .
According to what I have read, many poor people are looked up in their position because of the" institutes ' policies and lack of opportunities"((Schniedewind & Daivdson, 1998, p.18) .This also happens in schools that "advantage children with class privilege and disadvantage those without" ((Schniedewind & Daivdson, 1998,p.18).
Although ,Classism is hard to recognise it could be noticed in teachers expectations from students. Also it could be through hidden messages from school,teachers and even the crriculum. School requirdments for extra money from parents also considers as classisim. Even more, poor students may strugel to be like other middel and upper-class students.More to add, teachers expectations based on students economic class influence them deeply to the point where poor students " often sense that education, for them is not that important and they lose confidene and hope"(Schniedewind & Daivdson, 1998,p.7).
In Teaching Inequality , the writers present a series of studies that show how deos the majority of students and their economic class affects teachers distirbution to schools. So, unexperinced teachers end up in schools with majority poor students. And experinced qualitfied teachers end up in schools where the majority of students are upper class. More to add, Services quality and facilties are also affected by the same factor, according to the writers who agree with open minds to equality when mentioning that" schools serving low-income and poor students often have fewer recources, and inferior buildings" (Schniedewind & Daivdson, 1998,p.7). It 's claimed in Teaching Inequality that teachers are distributed unfairly, so that schools with poor students majority get the worst inexperienced and disqualified teachers. But, I believe that there shouldn 't be even a link between the two, because that just gives more excuses for poor students for preforming bad. Teachers disqualified is a major different issue and school administration has the largest impact on it. And Unlike what (Peske, H. G., & Haycock, K. (2006) suggests ,to give qualitified teachers more salary in order to do even better, I see that is totally rejected and it makes teaching profession seems all about money, which is not.
The writers also say that schools services and facilities are not given equally to both, upper and middle class students ' majority schools and poor students ' majority schools. Well first of all, students in Bahrain are distributed into public schools according to their living blocks and areas, not based on the students ' economic level. And yet here in Bahrain -though our public schools are not that great- all schools are given a certain budget from the ministry education for maintenance and providing better services. So when it comes to that, schools administrations are blamed and it is not built on classism issues.
When it comes to teachers expectations, Yes I do agree that it affect students a lot because it 's related to their motivation to do better. For example, if a teacher assumes that a student would not go to the best colleges or won 't even go to one, this would defiantly makes student feels like "education for them is not that important"(Schniedewind & Daivdson, 1998,p.7) and students in that position may even stop trying to do better. Another point that I agree with, is the presen of classism in the curriculum and textboxs. For example , the success or failur stories and how allmost all those stories end with reaching high positions, having money and power. But what about the message they "give to a child whose parents are working hard and not making it"? "(Schniedewind & Daivdson, 1998,p.7). In addition, yes, teachers may "unintentionally" promote classism by giving examples on expensive things or asking students to do an assignment which they need to spend money on it. Teachers by this put students in critical situations especially when parents could not afford extra money. I have been there myself during primary school, I did not have a computer at home and I had to do my reports and assignment by hand unlike everyone else.
In Bahraini schools, there are programs that help to reduce the class gap between students. That is mainly by providing low- income students what they are missing. Those programs include a monthly amount of money given to students, which is something my secondary school applied. Most schools stick to gathering donations and give them later on to poor students on different occasions like Ramadan, Eid and winter. Although these programs help students financially, I am concerned about how openly it apply, making poor students maybe feel uncomfortable to receive it in front of their peers or publicly. Unlike the scholarships program that in my opinion, is the best because; it makes outstanding excellent students feel special in a positive way .Also, It is like they are being awarded for their hard work not taking their high or low-income influences their chances to get a better college education.
Finally, During my 12 years as a school student I never stopped for a second to even think if I was treated or felt different because of my economic class and not having a well-known last name . But, all changed when I started working on this paper as I knew I would defiantly face this issue as a teacher. Teachers have their role in managing classism in the classroom by the effects of their expectations and their given assignments and requirements. As a teacher, I have to consider that by expecting the best from all my students. Even in putting assignments and projects, I have to make sure that I provide what is needed for students who cannot afford It .Yet ,in a way that do not make them feel like they are less that everyone else. And most importantly, I need to empathize with my students to avoid the sense of classism around.
References:
1. Schniedewind, N., & Daivdson, E. (1998). Open minds to inequality. Boston: Allyn and Bacon.
2. Peske, H. G., & Haycock, K. (2006). Teaching Inequality. Washington: The education Trust.Retrieved from http://eric.ed.gov/PDFS/ED494820.pdf
3. Gorski, P. C. (2005, Septemper 23). Retrieved from http://edchange.org/publications/savage_unrealities.pdf
References: 1. Schniedewind, N., & Daivdson, E. (1998). Open minds to inequality. Boston: Allyn and Bacon. 2. Peske, H. G., & Haycock, K. (2006). Teaching Inequality. Washington: The education Trust.Retrieved from http://eric.ed.gov/PDFS/ED494820.pdf 3. Gorski, P. C. (2005, Septemper 23). Retrieved from http://edchange.org/publications/savage_unrealities.pdf
Individual Essay
Equality and inequality of education
Classism and Education
There are several forms of inequality that can be found in education field. Learners maybe treated differently because of their "race, gender , social background ,age, religion and class " (Schniedewind & Daivdson, 1998,p.1). If we take a deeper look into what equality actually applies then it 's :all learners should be "treated fairly" and "respected despite their diversity" .and most important that all have the same "equal opportunities" (Schniedewind & Daivdson, 1998,p.1) .The question of how this could be applied in the school community leads us to discover how hard it is to assure equality for all learners, considering that most –if not all- types of inequality and social injustice are implied and may happen "unintentionally". For that, I chose to go deeper in one of the unspoken about forms of inequality which is classism. Trying to uncover some of the claims -as I see it-, and presenting what I do agree it is true in Bahrain. Later on, I will go through some of the programs by the ministry of education in cooperation with schools, in order to close the class gap between students .
According to what I have read, many poor people are looked up in their position because of the" institutes ' policies and lack of opportunities"((Schniedewind & Daivdson, 1998, p.18) .This also happens in schools that "advantage children with class privilege and disadvantage those without" ((Schniedewind & Daivdson, 1998,p.18).
Although ,Classism is hard to recognise it could be noticed in teachers expectations from students. Also it could be through hidden messages from school,teachers and even the crriculum. School requirdments for extra money from parents also considers as classisim. Even more, poor students may strugel to be like other middel and upper-class students.More to add, teachers expectations based on students economic class influence them deeply to the point where poor students " often sense that education, for them is not that important and they lose confidene and hope"(Schniedewind & Daivdson, 1998,p.7).
In Teaching Inequality , the writers present a series of studies that show how deos the majority of students and their economic class affects teachers distirbution to schools. So, unexperinced teachers end up in schools with majority poor students. And experinced qualitfied teachers end up in schools where the majority of students are upper class. More to add, Services quality and facilties are also affected by the same factor, according to the writers who agree with open minds to equality when mentioning that" schools serving low-income and poor students often have fewer recources, and inferior buildings" (Schniedewind & Daivdson, 1998,p.7). It 's claimed in Teaching Inequality that teachers are distributed unfairly, so that schools with poor students majority get the worst inexperienced and disqualified teachers. But, I believe that there shouldn 't be even a link between the two, because that just gives more excuses for poor students for preforming bad. Teachers disqualified is a major different issue and school administration has the largest impact on it. And Unlike what (Peske, H. G., & Haycock, K. (2006) suggests ,to give qualitified teachers more salary in order to do even better, I see that is totally rejected and it makes teaching profession seems all about money, which is not.
The writers also say that schools services and facilities are not given equally to both, upper and middle class students ' majority schools and poor students ' majority schools. Well first of all, students in Bahrain are distributed into public schools according to their living blocks and areas, not based on the students ' economic level. And yet here in Bahrain -though our public schools are not that great- all schools are given a certain budget from the ministry education for maintenance and providing better services. So when it comes to that, schools administrations are blamed and it is not built on classism issues.
When it comes to teachers expectations, Yes I do agree that it affect students a lot because it 's related to their motivation to do better. For example, if a teacher assumes that a student would not go to the best colleges or won 't even go to one, this would defiantly makes student feels like "education for them is not that important"(Schniedewind & Daivdson, 1998,p.7) and students in that position may even stop trying to do better. Another point that I agree with, is the presen of classism in the curriculum and textboxs. For example , the success or failur stories and how allmost all those stories end with reaching high positions, having money and power. But what about the message they "give to a child whose parents are working hard and not making it"? "(Schniedewind & Daivdson, 1998,p.7). In addition, yes, teachers may "unintentionally" promote classism by giving examples on expensive things or asking students to do an assignment which they need to spend money on it. Teachers by this put students in critical situations especially when parents could not afford extra money. I have been there myself during primary school, I did not have a computer at home and I had to do my reports and assignment by hand unlike everyone else.
In Bahraini schools, there are programs that help to reduce the class gap between students. That is mainly by providing low- income students what they are missing. Those programs include a monthly amount of money given to students, which is something my secondary school applied. Most schools stick to gathering donations and give them later on to poor students on different occasions like Ramadan, Eid and winter. Although these programs help students financially, I am concerned about how openly it apply, making poor students maybe feel uncomfortable to receive it in front of their peers or publicly. Unlike the scholarships program that in my opinion, is the best because; it makes outstanding excellent students feel special in a positive way .Also, It is like they are being awarded for their hard work not taking their high or low-income influences their chances to get a better college education.
Finally, During my 12 years as a school student I never stopped for a second to even think if I was treated or felt different because of my economic class and not having a well-known last name . But, all changed when I started working on this paper as I knew I would defiantly face this issue as a teacher. Teachers have their role in managing classism in the classroom by the effects of their expectations and their given assignments and requirements. As a teacher, I have to consider that by expecting the best from all my students. Even in putting assignments and projects, I have to make sure that I provide what is needed for students who cannot afford It .Yet ,in a way that do not make them feel like they are less that everyone else. And most importantly, I need to empathize with my students to avoid the sense of classism around.
References:
1. Schniedewind, N., & Daivdson, E. (1998). Open minds to inequality. Boston: Allyn and Bacon.
2. Peske, H. G., & Haycock, K. (2006). Teaching Inequality. Washington: The education Trust.Retrieved from http://eric.ed.gov/PDFS/ED494820.pdf
3. Gorski, P. C. (2005, Septemper 23). Retrieved from http://edchange.org/publications/savage_unrealities.pdf
References: 1. Schniedewind, N., & Daivdson, E. (1998). Open minds to inequality. Boston: Allyn and Bacon. 2. Peske, H. G., & Haycock, K. (2006). Teaching Inequality. Washington: The education Trust.Retrieved from http://eric.ed.gov/PDFS/ED494820.pdf 3. Gorski, P. C. (2005, Septemper 23). Retrieved from http://edchange.org/publications/savage_unrealities.pdf