Failure of Progression onto Third Level Education from Working Class School Leavers Compared to their Middle-Class Peers
According to research conducted by the Economic and Social Research Institute in Ireland, about 70% of students who progress to third level education are middle-class peers, and only 28% are working class school leavers. The third level education is a stage of education which consist of colleges, universities and technological institutes that one has to attend to attain a degree or higher certificate. In the National Framework of Qualifications, the levels are between six and ten. Also, the working-class is a social group of people that eventually most exploit their labour to have a near quality of life in the society. While middle-class is a collection of people in the social order that are well-educated and have adequate jobs. On the other hand, school leavers are students that have just left school since they have completed a specific education program.
Education is essential to our lives as the knowledge gained helps to equip and shape our future. With the help of the topic, there is a realisation that there is a massive problem in the education system, especially in Ireland. Based on the postcode, the number of students progressing to tertiary college differs significantly thus raising an alarming issue. Never the less, the topic is vital in our society to change and solve the notion that more middle-class peers can advance to third level education compared to the lower-class in the community. The research paper aims to answer the title by exploring causes that lead to lack or progression to universities by working-class students and the effects it has on the society. Furthermore, the paper sets to find out various ways to increase the progression of working-class school leavers onto higher education by trying to reduce and solve the causes.
In details, the paper intends to explore the structures of secondary education and how they may contribute to the limitation of entry to tertiary education. Aspects such as guidance counselling given to students about their education and teacher labelling have a role to play in contributing the discrepancies. Also, the current austerity measures which have led to middle-class students progressing more than lower-class peers.
In Ireland, education is compulsory for children until the student has completed three years of secondary-level education. It is a matter of choice to proceed to the third level of education, but there are a few factors such as economic capability that successful grant one a position at universities and colleges. Disadvantaged students coming from poor backgrounds do not make it attend tertiary institutions despite having the needed requirements for entry, while the affluent students coming from stable or rich backgrounds secure a position. In 1996, the government of Ireland abolished university fees for undergraduates with an objective of promoting educational equality (Curry, 2017, p.104). Though it was implemented the inequality cases in the education sector caused by socio-economic status has been on the rise. With the gap between middle class and lower class been high, it may lead to continuous trends since it means the family background determines whether one can access the third level education.
Causes
Various possible causes have contributed to lack of progression onto universities and college from working-class school leavers which include family background. There are four family aspects such as family education, family income, family structure and the criminal activities of the parent. Firstly, most lower class students have parents who did not make it to colleges or universities. Highly educated parents are majorly involved in their children's education by choosing the quality of schools and participation in the educational activities of the child which enable a student to join tertiary institutions (Canny and Hamilton 2017, p.5). Also, it is further suggested that highly educated parents encourage and motivate their children which considerably contributes to them being successful in their education. It is shown that the parents of most lower class teenagers are farmers, others are unemployed while middle-class parents are doctors and lawyers.
Secondly, the income gained by the family has a direct impact on the child outcomes. Most middle-class school leavers can join tertiary institutions because their parents are capable of affording the fees while the parents of lower-class children have to struggle to maintain their livelihood. Therefore the parents of working-class teenagers do not have enough money for catering university fees and upkeeps for their children.
Thirdly, the criminal activities of the parent also have a role to lack of progress of working class school leavers. Activities such as selling and abusing drugs and robberies practiced by the parent may lead to conviction thus the primary source of income is imprisoned therefore the child education becomes shattered. Crime rates have exponentially increased primarily in Dublin. For parents in the working class to be criminals, they discourage their sons and daughters from joining universities and colleges hence the difference gap in some students from middle class and working class in the universities.
Finally, the family structure, among the working class families have changed the two-parent family by either divorce, separation or death of one of the parent. Most of the households in Ireland have one-parent family and few in married households. In many cases possibly, the lone parent is often of the working class thus unbearable to cater third level education for their children.
Another likely factor that determines lack of progress of working class school leavers to higher education facilities is proximity to the college. Institutions that are in more affluent areas have been shown to have a firm grip on high point courses. Many students from middle-class are more likely to attend a fee-paying school to receive the quality education since they can afford (Canny and Hamilton 2017, p.7). On the other hand, individuals belonging to the working class in disadvantaged areas are expected to attend local schools rather than head to the university. Research at UCD indicated that about 60% of the university applicants came from within a 10-kilometre radius of the campus. Lack of transport links is the major hindrance to people in poor areas to access third level education. For example, students residing on the northern side are more probably to attend universities such as Dublin City University than southern institutions. Many middle-class individuals occupy the urban locations while the working class occupies the outskirts. Therefore, the lower class students are limited to the universities they attend.
The other possible cause is the social class of the school. It is suggested that students in working-class schools solely depend on the advice of career guidance counsellors. With the recent reduction of these post, then educational inequality will continue to prevail. Unlike working-class students, the middle-class students depend on both their parents’ advice and that of the career counsellor (Canny and Hamilton 2017, p.13). About 92% of the students in middle-class schools make it to third level education while only 49% of the students in working-class schools can attend universities. The setting of middle-class schools provides a conducive environment and culture which promotes higher education from an early stage in the secondary schools. However, working-class schools are quite different and discourage the students from proceeding to another level of education by not embracing the culture of developing a better student-teacher relationship. Therefore, fewer students get to advance to the next educational level.
Signs and symptoms
The signs and symptoms of lack of progression onto third education level by working class compared to their middle-class peers can be shown by a report from the Higher Education Authority. The report evidently shows the differences between the people in affluent and deprived areas as to their participation in tertiary education. Using a table, the HEA showed the different levels of participation of students between areas in Dublin. The data reveals that only 99% of the young students in D6 get to go to college while about 15% make it to D17. It can be further noted that there is still pressure on public and family finances as well as completion of limited resources. The report identifies the huge problem of Ireland's education system can be identified which has effects on individuals, society and the country itself.
Effects of the lack of progression
On an individual level, the person does not have a better life as more jobs require third level educational certificates and he or she does not meet the requirements. Instead, the individual ends up being a burden to the family thus promoting poor economic levels in the society. As more people fail to proceed to universities, they end up being desperate and commit crimes in the society. Therefore, crime levels in the community rise, and it becomes no longer safe. Moreover, the lack of enough educated individuals creates a gap in the community which contributes to rising poverty levels. The country's economy solely depends on workforce on well-equipped and trained students who have the adequate knowledge needed to run the country hence without them the country loses.
There have been various steps taken to provide support for individuals and their families. Some of the organizations have been able to sponsor students who acquired entry requirements to university but were not able to financially support themselves. Also, their families receive money to help them in their daily lives. A good example is the Christian Aid Ireland organization. The government has also set up strategies to try and help individuals who did not make it to the third level education, one of them is developing mixed schools where both middle-class and working-class pupils can learn together (Curry, 2017, p.105). The other is discouraging schools to pick the best students during enrolment stage. Another strategy is funding families according to the number of kids they have and catering for their education. The government has also created access schemes which enable disadvantaged students to gain admission at universities.
Theoretical Perspectives
Interactionist theory is a micro-based which looks at social interactions in individual ones mainly. Interactionist often thinks that the structure of education and economy are separated. On the other hand, second level staff may affect pupil's motivation to continue to the third level education. As the student interacts with the teachers, they may influence the pupil to change goals and commitments, and since the student believes in the teacher, they do so. The tutors may also discourage students that do not perform well in class by comparing them to other pupils that excel in their studies. Based on Tinto, both academic and non-academic staff influence the student's outcome through their social interaction. It is further suggested that negative relationships between the student and the secondary school staff significantly affect the ability of a pupil to perform well furthermore advance to tertiary education.
The Irish educational system fails to fire or deal with teachers who are accused of misconduct instead the tutors could only be suspended or removed from teaching register. However, there has been the development of fit to teach provisions which will enable the Teaching Council to deal with issues related to the conduct of teachers (Curry, 2017, p.105). The complaints can be based on misconduct or poor performance. Furthermore, the inquiries will be held publically to determine the fate of the accused teacher. The council hands down the punishment base on the findings.
Recommendation
More career guidance counsellors could be employed to advise world-class students better and encourage them to work hard to join tertiary institutions. Another possible way is encouraging social mix in schools and communities which can enable interactions and allow motivation of world-class students to want to join third level education.
Conclusion
In conclusion, it is evident that there is a considerable margin of middle-class students and working-class pupils in third level education. Various possible factors such as family background, social-class of schools and the proximity of tertiary institutions. The Irish education system has faced a lot of educational inequality. The government has tried various strategies such as abolishing university fees, but have not been successful as students coming from disadvantaged households are not able to manage entry to colleges. However, with the addressing of the factors, the progression of low-class students onto universities can significantly increase and reach the level of middle-class pupils advancing onto third level education.
References
Canny, A. and Hamilton, M., 2017. A state examination system and perpetuation of middle-class advantage: an Irish school context. British Journal of Sociology of Education, pp.1-16.
Curry, J., 2017. Towards the era of lifelong learning: A history of Irish education 1800–2016. Administration, 65(4), pp.103-106.
