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How Can School Compensate for Home Disadvantage?: The Role of Schooling on Equalizing Social Distinctions

Year 2022, Volume: 15 Issue: 2, 347 - 372, 22.04.2022
https://doi.org/10.30831/akukeg.1027384

Abstract

Explaining the social function of schooling through maintaining, reproducing and increasing inequalities does not provide a clear framework for what can be done to help the disadvantaged benefit from education. In order to break this vicious circle of describing deficiencies and perpetuating, it is necessary to focus more on the recovery and compensatory function of education. This qualitative study, conducted with grounded theory, explores mechanisms within schools that can compensate for disadvantages that arise outside of school. These mechanisms were defined through the data obtained in a small city in Turkey from interviews focusing on the schooling practices of 35 educators, 19 of whom had administrative backgrounds and 16 of whom were teachers. The compensatory function of schooling operates in a gradual process of supporting the students to engage in school and make them active in school. In the inclusion process, all the student’s shortcomings are ignored and the student is seen as neutral. In the support phase, macro reformist and central policies are ignored, and support is rather individualized and concretized. This analysis suggested that strengthening compensatory role of schooling could help overcome barriers that students from disadvantaged backgrounds experience in educational attainment.

References

  • Anyon, J. (2005). Radical Possibilities: Public policy, urban education and a new social movement. New York: Routledge.
  • Balfanz, R., and Mac Iver, D. (2000). Transforming High-Poverty Urban Middle Schools Into Strong Learning Institutions: Lessons From the First Five Years of the Talent Development Middle School. Journal of Education for Students Placed at Risk (JESPAR), 5 (1-2): 137-158. DOI: 10.1080/10824669.2000.9671384
  • Ball, S. J. (2010). New class inequalities in education: Why education policy may be looking in the wrong place! Education policy, civil society and social class. International Journal of Sociology and Social Policy, 30 (3/4):155-166. DOI 10.1108/01443331011033346
  • Bernstein, B. (1973). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul.
  • Bernstein, B. (1977). Class, Codes and Control: Towards a Theory of Educational Transmission. London: Routledge & Kegan Paul.
  • Bourdieu, P., and Passeron, J. C. (1977). Reproduction in Education, Society and Culture. CA: Sage.
  • Calarco, J. M. (2011). ‘I Need Help!’ Social Class and Children’s Help-Seeking in Elementary School. American Sociological Review, 76 (6): 862–82. DOI: 10.1177/0003122411427177
  • Charmaz, K. (2014). Constructing grounded theory. London: SAGE.
  • Chiu, M. M., and Khoo, L. (2005). Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, School, and Student Level Analyses. American Educational Research Journal, 42 (4): 575–603.
  • Coleman, J., Campbell, E., Hobson, C., McPartland, J., Weinfeld, F., and York, R. (1966). Equality of educational opportunity. Washington, DC: US Government Printing Office.

  • Condron, D. J., and Roscigno, V. J. (2003). Disparities within: Unequal spending and achievement in an urban school district. Sociology of education, 76: 18-36.
  • Datnow, A., and Stringfield, S., (2000). Working Together for Reliable School Reform. Journal of Education for Students Placed at Risk (JESPAR), 5 (1-2): 183-204. DOI: 10.1080/10824669.2000.9671386
  • Davezies, L., and Garrouste, M. (2020). More Harm than Good? Sorting Effects in a Compensatory Education Program. Journal of Human Resources, 55 (1): 240-277. doi:10.3368/jhr.55.1.0416-7839R1
  • Downey, D. B., and Condron, D. J. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education, 89(3): 207–220. DOI: 10.1177/0038040716651676
  • Downey, D. B., von Hippel, P. T., and Broh, B. A. (2004). Are Schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review 69 (5): 613-635.
  • Doyle,W. R., Delaney, J. A., and Naughton, B. A. (2009). Does Institutional Aid Compensate for or Comply with State Policy? Res High Educ, 50:502–523. DOI 10.1007/s11162-009-9126-y
  • Dyson, A. (2011). Full service and extended schools, disadvantage, and social justice. Cambridge Journal of Education Aquatic Insects, 41 (2): 177–193. DOI: 10.1080/0305764X.2011.572864
  • Entwisle, D. R., and Alexander, K. L. (1992). Summer Setback: Race, Poverty, school composition, and mathematics achievement in the first years of school. American Sociological Review, 57 (1): 72-84
  • Ferraz, H., Neves, T. and Nata, G. (2019). Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams. Education Science, 9 (270): 1-12. doi:10.3390/educsci9040270
  • Frempong, G., Ma, X., and Mensah, J. (2011). Access to postsecondary education: can schools compensate for socioeconomic disadvantage? Higher Education, 63:19–32. DOI 10.1007/s10734-011-9422-2
  • Gaddis, S. M. (2013). The influence of habitus in the relationship between cultural capital and academic achievement. Social Science Research, 42: 1–13. http://dx.doi.org/10.1016/j.ssresearch.2012.08.002
  • Gamoran, A., and Mare, R. D. (1989). Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality? American Journal of Sociology, 94 (5):1146-1183
  • Goldhaber, D. D., and Eide, E. R. (2002). What Do We Know (and Need to Know) about the Impact of School Choice Reforms on Disadvantaged Students? Harvard Educational Review, 72 (2): 157-176.
  • Goldthorpe, J. H. (1996). Class Analysis and the Reorientation of Class Theory: The Case of Persisting Differentials in Educational Attainment. The British Journal of Sociology, 47 (3):481-505.
  • Goodlad, J. I. (1984). A place called school: Prospects for the future. McGraw-Hill
  • Gorard, S. (2010). Education Can Compensate For Society – A Bit. British Journal of Educational Studies 58 (1): 47-65. DOI: 10.1080/00071000903516411
  • Hanselman, P. (2018). Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers. Sociology of Education, 91(2): 132–158. DOI: 10.1177/0038040718761127
  • Hanushek, E. A. (1997). Assessing the Effects of School Resources on Student Performance: An Update. Educational Evaluation and Policy Analysis, 19 (2): 141-164.
  • Horvat, E. M., Weininger, E. B., and Lareau, A. (2003). From Social Ties to Social Capital: Class Differences in the Relations Between Schools and Parent Networks. American Educational Research Journal, 40 (2): 319–351.
  • Hurn, C. (1993). The Limits and Possibilities of Schooling: An Introduction to the Sociology of Education. USA: Allyn & Bacon
  • Ingram, N. (2011). Within School and Beyond the Gate:The Complexities of Being Educationally Successful and Working Class. Sociology 45(2) 287–302. DOI: 10.1177/0038038510394017
  • Jennings, J. L., Deming, D., Jencks, C., Lopuch, M., and Schueler, B. E. (2015). Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century. Sociology of Education, 88(1): 56–82. DOI: 10.1177/0038040714562006
  • Khan, S. R. (2010). Getting in: How elite schools play the college game. Educating elites: Class privilege and educational advantage, edited by A. Howard and R. A. Gaztambide-Fernández, 97-112. Plymouth: Rowman & Littlefield Education.
  • Lareau, A. (2003). Unequal Childhoods: Class, Race, and Family Life. London: University of California Press.
  • Lee, V. E., Croninger, R. G., and Smith, J. B. (1994). Parental Choice of Schools and Social Stratification in Education: The Paradox of Detroit. Educational Evaluation and Policy Analysis, 16 (4):434-457.
  • Lucas, S. R. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology, 106 (6): 1642-1690.
  • Mayo, A., and Siraj, I. (2015). Parenting practices and children’s academic success in low-SES families. Oxford Review of Education, 41 (1): 47–63. http://dx. doi.org/10.1080/03054985.2014.995160
  • Ministry of National Education [MoNE] (2018). Turkey’s education vision 2023. Retrieved from: http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf
  • Nixon, J., Walker, M., and Baron, S. (2002). The cultural mediation of state policy: The democratic potential of new community schooling in Scotland. Journal of Education Policy, 17(4): 407–421.
  • Potter, C. A. (2007). Developments in UK early years policy and practice: can they improve outcomes for disadvantaged children? International Journal of Early Years Education, 15 (2): 171-180. DOI: 10.1080/09669760701289052
  • Reay, D. (2010). Sociology, social class and education. In The Routledge international handbook of the sociology of education edited by M. W. Apple, S. J. Ball, and L. A. Gandin, 396-404. New York and London: Routledge.
  • Reynolds, A. J., and Bezruczko, N. (1993). School Adjustment of Children at Risk Through Fourth Grade. Merrill-Palmer Quarterly, 39(4): 457-480.
  • Robert, S. A. (1999). Socioeconomic Position and Health: The Independent Contribution of Community Socioeconomic Context. Annual Review of Sociology, 25:489–516.
  • Sever, M. (2012). Positive social transformation in critical qualitative research in education. Journal of Human Sciences, 9 (1), 608–626.
  • Soubelet, A. (2011). Engaging in cultural activities compensates for educational differences in cognitive abilities. Aging, Neuropsychology, and Cognition, 18 (5): 516-526. DOI: 10.1080/13825585.2011.598913
  • Squires, G. (2020). A European consideration of early school leaving as a process running through childhood: a model for inclusive action. Education, 3-13 48:3: 332-343. DOI: 10.1080/03004279.2019.1664412
  • Whitty, G. (2001). Education, social class and social exclusion. Journal of Education Policy, 16 (4): 287-295. DOI: 10.1080/02680930110054308

Okul Sosyal Çevreden Kaynaklı Dezavantajlı Durumları Nasıl Telafi Edebilir?: Eğitimin Sosyal Ayrımları Eşitlemedeki Rolü

Year 2022, Volume: 15 Issue: 2, 347 - 372, 22.04.2022
https://doi.org/10.30831/akukeg.1027384

Abstract

Okulun sosyal işlevini eştisizlikleri sürdüren, yeniden üreten ya da artıran rolleri üzerinden açıklamak, dezavantajlıların eğitimden yarar sağlamaları için neler yapılabileceği konusunda net bir çerçeve ortaya koymaktan uzaktır. Bu eksiklikleri tanımlama ve sürdürmeyle ilgili var olan döngüyü kırmak ve eğitimin iyileştirici ve telafi edici işlevine odaklanma çerçevesinde kurgulanan bu çalışma gömülü teori ile yürütülen nitel bir çalışma olup, okul dışından kaynaklı dezavantajları telafi edebilecek okul içi mekanizmaları araştırmayı amaçlamaktadır. Bu mekanizmaları tanımlamak için 19’u yönetici ve 16’sı öğretmen olmak üzere toplam 35 eğitimcinin eğitsel pratiklerine odaklanan görüşmeler gerçekleştirilmiştir. Görüşmelerden elde edilen verilerin çözümlemesi sonucunda ulaşılan bulgular eğitimin telafi edici işlevinin öğrencilerin okula katılmasını sağlamak ve okulda etkin hale gelmelerini desteklemek şeklinde aşamalı bir süreçte gerçekleştiğini göstermiştir: Dahil etme ve destekleme. Dahil etme aşamasında öğrencilerin tüm eksiklikleri göz ardı edilmekte ve öğrenci nötr bir varlık olarak görülmektedir. Destekleme aşamasında ise merkezi politikalar göz ardı edilmekte, destek uygulamaları bireyselleştirilip, somutlaştırılmaktadır. Bu analiz çerçevesi, eğitimin telafi edici rolünün güçlendirilmesinin, dezavantajlı kesimlerden gelen öğrencilerin eğitsel katılım süreçlerinde deneyimledikleri engellerin üstesinden gelmelerinde işlevsel olabileceğini ortaya koymuştur.

References

  • Anyon, J. (2005). Radical Possibilities: Public policy, urban education and a new social movement. New York: Routledge.
  • Balfanz, R., and Mac Iver, D. (2000). Transforming High-Poverty Urban Middle Schools Into Strong Learning Institutions: Lessons From the First Five Years of the Talent Development Middle School. Journal of Education for Students Placed at Risk (JESPAR), 5 (1-2): 137-158. DOI: 10.1080/10824669.2000.9671384
  • Ball, S. J. (2010). New class inequalities in education: Why education policy may be looking in the wrong place! Education policy, civil society and social class. International Journal of Sociology and Social Policy, 30 (3/4):155-166. DOI 10.1108/01443331011033346
  • Bernstein, B. (1973). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul.
  • Bernstein, B. (1977). Class, Codes and Control: Towards a Theory of Educational Transmission. London: Routledge & Kegan Paul.
  • Bourdieu, P., and Passeron, J. C. (1977). Reproduction in Education, Society and Culture. CA: Sage.
  • Calarco, J. M. (2011). ‘I Need Help!’ Social Class and Children’s Help-Seeking in Elementary School. American Sociological Review, 76 (6): 862–82. DOI: 10.1177/0003122411427177
  • Charmaz, K. (2014). Constructing grounded theory. London: SAGE.
  • Chiu, M. M., and Khoo, L. (2005). Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, School, and Student Level Analyses. American Educational Research Journal, 42 (4): 575–603.
  • Coleman, J., Campbell, E., Hobson, C., McPartland, J., Weinfeld, F., and York, R. (1966). Equality of educational opportunity. Washington, DC: US Government Printing Office.

  • Condron, D. J., and Roscigno, V. J. (2003). Disparities within: Unequal spending and achievement in an urban school district. Sociology of education, 76: 18-36.
  • Datnow, A., and Stringfield, S., (2000). Working Together for Reliable School Reform. Journal of Education for Students Placed at Risk (JESPAR), 5 (1-2): 183-204. DOI: 10.1080/10824669.2000.9671386
  • Davezies, L., and Garrouste, M. (2020). More Harm than Good? Sorting Effects in a Compensatory Education Program. Journal of Human Resources, 55 (1): 240-277. doi:10.3368/jhr.55.1.0416-7839R1
  • Downey, D. B., and Condron, D. J. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education, 89(3): 207–220. DOI: 10.1177/0038040716651676
  • Downey, D. B., von Hippel, P. T., and Broh, B. A. (2004). Are Schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review 69 (5): 613-635.
  • Doyle,W. R., Delaney, J. A., and Naughton, B. A. (2009). Does Institutional Aid Compensate for or Comply with State Policy? Res High Educ, 50:502–523. DOI 10.1007/s11162-009-9126-y
  • Dyson, A. (2011). Full service and extended schools, disadvantage, and social justice. Cambridge Journal of Education Aquatic Insects, 41 (2): 177–193. DOI: 10.1080/0305764X.2011.572864
  • Entwisle, D. R., and Alexander, K. L. (1992). Summer Setback: Race, Poverty, school composition, and mathematics achievement in the first years of school. American Sociological Review, 57 (1): 72-84
  • Ferraz, H., Neves, T. and Nata, G. (2019). Has the Portuguese Compensatory Education Program Been Successful in Reducing Disadvantaged Schools’ Performance Gaps? A 15-Year Quantitative Analysis of National Exams. Education Science, 9 (270): 1-12. doi:10.3390/educsci9040270
  • Frempong, G., Ma, X., and Mensah, J. (2011). Access to postsecondary education: can schools compensate for socioeconomic disadvantage? Higher Education, 63:19–32. DOI 10.1007/s10734-011-9422-2
  • Gaddis, S. M. (2013). The influence of habitus in the relationship between cultural capital and academic achievement. Social Science Research, 42: 1–13. http://dx.doi.org/10.1016/j.ssresearch.2012.08.002
  • Gamoran, A., and Mare, R. D. (1989). Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality? American Journal of Sociology, 94 (5):1146-1183
  • Goldhaber, D. D., and Eide, E. R. (2002). What Do We Know (and Need to Know) about the Impact of School Choice Reforms on Disadvantaged Students? Harvard Educational Review, 72 (2): 157-176.
  • Goldthorpe, J. H. (1996). Class Analysis and the Reorientation of Class Theory: The Case of Persisting Differentials in Educational Attainment. The British Journal of Sociology, 47 (3):481-505.
  • Goodlad, J. I. (1984). A place called school: Prospects for the future. McGraw-Hill
  • Gorard, S. (2010). Education Can Compensate For Society – A Bit. British Journal of Educational Studies 58 (1): 47-65. DOI: 10.1080/00071000903516411
  • Hanselman, P. (2018). Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers. Sociology of Education, 91(2): 132–158. DOI: 10.1177/0038040718761127
  • Hanushek, E. A. (1997). Assessing the Effects of School Resources on Student Performance: An Update. Educational Evaluation and Policy Analysis, 19 (2): 141-164.
  • Horvat, E. M., Weininger, E. B., and Lareau, A. (2003). From Social Ties to Social Capital: Class Differences in the Relations Between Schools and Parent Networks. American Educational Research Journal, 40 (2): 319–351.
  • Hurn, C. (1993). The Limits and Possibilities of Schooling: An Introduction to the Sociology of Education. USA: Allyn & Bacon
  • Ingram, N. (2011). Within School and Beyond the Gate:The Complexities of Being Educationally Successful and Working Class. Sociology 45(2) 287–302. DOI: 10.1177/0038038510394017
  • Jennings, J. L., Deming, D., Jencks, C., Lopuch, M., and Schueler, B. E. (2015). Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first Century. Sociology of Education, 88(1): 56–82. DOI: 10.1177/0038040714562006
  • Khan, S. R. (2010). Getting in: How elite schools play the college game. Educating elites: Class privilege and educational advantage, edited by A. Howard and R. A. Gaztambide-Fernández, 97-112. Plymouth: Rowman & Littlefield Education.
  • Lareau, A. (2003). Unequal Childhoods: Class, Race, and Family Life. London: University of California Press.
  • Lee, V. E., Croninger, R. G., and Smith, J. B. (1994). Parental Choice of Schools and Social Stratification in Education: The Paradox of Detroit. Educational Evaluation and Policy Analysis, 16 (4):434-457.
  • Lucas, S. R. (2001). Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects. American Journal of Sociology, 106 (6): 1642-1690.
  • Mayo, A., and Siraj, I. (2015). Parenting practices and children’s academic success in low-SES families. Oxford Review of Education, 41 (1): 47–63. http://dx. doi.org/10.1080/03054985.2014.995160
  • Ministry of National Education [MoNE] (2018). Turkey’s education vision 2023. Retrieved from: http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ENG.pdf
  • Nixon, J., Walker, M., and Baron, S. (2002). The cultural mediation of state policy: The democratic potential of new community schooling in Scotland. Journal of Education Policy, 17(4): 407–421.
  • Potter, C. A. (2007). Developments in UK early years policy and practice: can they improve outcomes for disadvantaged children? International Journal of Early Years Education, 15 (2): 171-180. DOI: 10.1080/09669760701289052
  • Reay, D. (2010). Sociology, social class and education. In The Routledge international handbook of the sociology of education edited by M. W. Apple, S. J. Ball, and L. A. Gandin, 396-404. New York and London: Routledge.
  • Reynolds, A. J., and Bezruczko, N. (1993). School Adjustment of Children at Risk Through Fourth Grade. Merrill-Palmer Quarterly, 39(4): 457-480.
  • Robert, S. A. (1999). Socioeconomic Position and Health: The Independent Contribution of Community Socioeconomic Context. Annual Review of Sociology, 25:489–516.
  • Sever, M. (2012). Positive social transformation in critical qualitative research in education. Journal of Human Sciences, 9 (1), 608–626.
  • Soubelet, A. (2011). Engaging in cultural activities compensates for educational differences in cognitive abilities. Aging, Neuropsychology, and Cognition, 18 (5): 516-526. DOI: 10.1080/13825585.2011.598913
  • Squires, G. (2020). A European consideration of early school leaving as a process running through childhood: a model for inclusive action. Education, 3-13 48:3: 332-343. DOI: 10.1080/03004279.2019.1664412
  • Whitty, G. (2001). Education, social class and social exclusion. Journal of Education Policy, 16 (4): 287-295. DOI: 10.1080/02680930110054308
There are 47 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ayşe Soylu 0000-0002-7791-325X

Publication Date April 22, 2022
Submission Date November 23, 2021
Published in Issue Year 2022 Volume: 15 Issue: 2

Cite

APA Soylu, A. (2022). How Can School Compensate for Home Disadvantage?: The Role of Schooling on Equalizing Social Distinctions. Journal of Theoretical Educational Science, 15(2), 347-372. https://doi.org/10.30831/akukeg.1027384