Grammar schools Essay Example

Grammar schools Paper In the 15th Century the idea of schooling began, the church ran the schools. This was not available to all children; mainly boys from wealthy families could attend. It was not until the 1870s when the state became involved in the running of schools, and education was made compulsory. Mass schooling was introduced to treat people fairly and to produce a skilled work force, girls and boys were taught separately. Girls were trained in domestic competence, whilst boys were taught technical skills. Though both had ethnocentric teaching, they were taught the religion, norms and values of their own culture. After the Second World War to create a land fit for heroes, Butlers Education Act of 1944 introduced secondary education for all. This had no effect on the wealthy, as their children continued to attend private schools. Though it aimed to abolish class-based inequalities within education, by providing three types of school, where children would attend based on their ability, know as the tripartite system. The three types of school were:   Grammar schools for the academic   Secondary technical schools for the artistic/creative   Secondary modern schools for everyone else. The principle of this system was to give equal opportunities to all, no matter which class they were, based on their academic ability. To determine which school pupils would attend they would take an IQ test at aged 11. Those who passed the test went to grammar or technical schools, all schools were supposed to have similar standards of provision, know as parity of esteem. This system was criticised for being culturally biased against working class children and unequal amongst boys and girls, here are some examples:   Many middle-class children who failed the 11+ were sent into private education by their parents. We will write a custom essay sample on Grammar schools specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Grammar schools specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Grammar schools specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Parity of esteem did not happen secondary schools had a poor image.   Girls were often sent to secondary moderns even though they had passed the 11+ In the 1950s Comprehensive schools were introduced, though they did not become popular until the 70s. The aim was to upgrade current schools as to become as well equipped as the grammar schools, provide a broader curriculum, and create more universities and polytechnics and to increase access for the working classes. Children of all classes, race, gender and ability were to be taught under one roof. The Most influential legislation since 1944, has been the Education Reform Act produced in 1988,this introduced: Introduction of the national curriculum, (set subjects available to everyone)   Standard attainment targets (SATS) for league tables. Marketization   OFSTED   City Technology Colleges funded by industry, to provide special, oppotunitiees for pupils in inner city areas. The education system is one of the most influential institutions in society, which has developed over the years to aim in achieving equal opportunities in education for all of society. From a functionalist view it is needed to prepare children for the outside world in later life. There continues to be varied differences in educational achievements studied in relation to race, class or gender, these interlink with each other, for an example you could have a black girl from a working class whose achievements are high, or a white boy from a middle class whose achievements are lower than average. There is no group exactly the same, they have combinations of all factors. As the economy has changed so to have the roles in which people play in society. In 1976 a survey conducted by Sue Sharpe showed that girls priorities were love, marriage, husbands, children, and lastly careers and jobs. The research was repeated in 1994, and the priorities had changed to job, career and being able to support themselves, (Moore et al, 2001). There are more opportunities for women today in the work place and women have become more determined to be independent, and are not as focused on marriage and having children. This may explain why that since the early 1990s girls have been achieving better than boys. The chart below shows a steady increase in girls achievements. Attainment of 5 or more GCSEs A C grade in Year 11 England and Wales (Adapted from Youth Cohort Study, 2002) Other possible reasons for boys not doing as well as girls is the anti-school male subculture, as identified In Paul Williss of the lads, 1977. Willis study a group of boys with working class background; he concluded that their working class masculinity made it difficult for them to succeed academically because mental labour was considered feminine. Many boys do want to learn, whereas others would rather be remembered for being the clown of the class, trying to impress girls, fighting and being disruptive in the class. The relationship between teachers and pupils also plays a key role in an individuals achievement, the teachers own background, may affect how they communicate with pupils, and they may have varied expectations of what they believe certain groups of pupils will achieve. Also they may not get on for many reasons, such as disruptive behaviour or clashes in personalities. In 1983 Michelle Stanworth studied a class of a level students at a further education college. She noticed that the teacher had stereotyped views on what type of careers the girls would have, to the boys. The teacher also gave more attention to the boys by asking them questions, and found it hard to remember the girls names. Interactionist sociologists have used the Labelling theory to explain the differences in how well students achieve. The labelling theory is when teachers classify students in a group, by doing this it can influence their role and status within the school.