학교의 사회 문화적 배경과 교육격차 = Socio-cultural background of school and Education inequality
저자
발행기관
학술지명
권호사항
발행연도
1983
작성언어
Korean
KDC
040.000
자료형태
학술저널
수록면
279-317(39쪽)
제공처
This study starts with an attmpt to understand what is the concept of educational inequality.
The concept of educational inequality must de understood in the context of the relationship between individual potential, equality in educational opportunity and school education.
It is said that Education provides necessary conditions for the maximum development of individual potential and education is a key element for the development of individual potential and in the process of social mobility, and so we have also to think what is the determinant factor to influence educational attainment and achievement. The concept of Educational opportunity has been measured by the equality of school input, but since the publication of Coloman Report, the view point of measuring by the equality of school oupput is being studied. Coleman reported that inequality of educational opportunity was due to the difference of acadimic achievement, and the most influential environmental factor of the difference was domestic environment rather than school environment, that is to say Socioeconomic status is positively correlated with both educational attainment and achievement: the higher a student's socioeconomic status, the greater his or her educational accomplishment is likely to be Many studies have documented this relationship between Socioeconomic status and education, children from more socioeconomically advantdged homes outperform their less affluent peers. So it is easy to see that students from socioeconomically advantaged families will ultimately reach higher levels of educational attainment than those Who are disadventaged. From this point of view the educational differential may be cited as evidence that educational instutions perpetuate present patterns of socioeconomic status.
Whatever theoretical orientation is used, However, it is clear that a Statistical description o0f educational attainment and achievement is necessary but not sufficient for a real understanding of the functioning of our educational system. The important question of Why some groups do better in school and stay there longer than other group is really hard to answer.
Attempt to explain patterns of educational attainment and achievement can be classified into two general categories: Those that focus on the characteristics of students and their families and those that focus on the characteristics of the schools and the broader Society.
Coleman's study, Equality of Educational opportunity, was a comprehensive survey of American school that included information on over 645,000pupils. each student was given a series of achievement tests covering verbal ability, reading comprehension, mathematics, general information, and nonverbal ability. coleman was especially interested in ethnic and racial factors and most of his data are analysed in terms of the six groups he tested. Coleman found that the student's scores on these test were related to race and ethnicity.
Coleman's survey included sereral items designed to measure interest in learning and motivation. These items asked students how much time they spent studying, how they would feel if they had to quit school. how much time they spent studying, how they would feel if they had to quit school, how often they stayed away from school because they didn't want to go, and how high in class ravk they wanted to be. In general, those groups with higher achievement test scores showed more positive attitudes toward school.
coleman uncovered a similar pattern regarding educational aspirations. Educational aspirations-or how much education an individual wants to acquire-reflect a combination of attitudes, ranging from general beliefs about the value of schooling to feelings about classroom activities. Research has shown that student from socioeconomically advantaged backgrounds tent to have higher educational aspiration than students from less advantaged background. Since the publication of the Coleman Report, there have been a number of criticism of its methods and conclusions. Several Social Scientists have reanalysed various portions of the data, Nevertheless, the basic findings of the Report have, for the most part, been confimed by these other efforts.
Until now, we have tired to account for group differenes in educational achievement by focusing on the characteristics of chidren and their family background.
We will now turn to a different set of variables and ask how schools contributes to group differencies in educational achievement. Most of us assume that some schools are better than others. If ashed what makes a school good, we would probably answer in terms of the credentials of its teachers, the adequacy of its facilities, the size of its budget, and perhaps, even the characteristics of its student. If asked about the benefits of attending a good school, we would probably answer in terms of higher levels of academic achievement and subsequently higher levels of educational and occupational attainment.
Though education may be thought of primarily in terms of formal instruction in the schoolroom., probably most of the significant education experienced by an individual take place before he or she comes to school and during out of school hours. According to the study reported by Han Jeong Shin there are noticeable gap between urban and rural school in learning achievement. The difference in learing achievement between urban and rural areas ranged from 10 to 20 in primary school. In the case of middle and high schools, the difference averaged little more than 10 points.
It is said that education is the most influential determinant for the socioeconomic inequality of people. So the maximization of educational attainment for all student with an emphasis on equality of opporturity to achieve is associated with the goals of an open society.
And education plays vital role in reducing socioeconomic inequalities and restoring the human dignity of all people.
On the basis of this belief mentioned above. Some conclusions may be derived as follows.
1.In order to reduce the deprivation of students from socioeconcomically disadvantaged. it is required to enforce the pre-school education and to develope proper program for it.
2.Enlargement of social education and technical education for the disadvantaged is required.
3.Ceaseless endeavor in financial investment must be taken to roduc the gap between urban and rural areas school.
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