Does social inequality affect educational opportunities? This social inequality will be defined and examined in more detail in the paper, based on Schimank and Hradil. In the further course, educational inequality in Germany will then be addressed. Three determinants of social inequality are related to the opportunities in the education system. It is about different chances in the education system due to different social classes, the migration background and the gender.
Here research results and current findings are presented and also the causes for resulting inequality of opportunity in education are addressed. The last part of the paper is then a summary conclusion, which answers the question whether social inequality affects educational opportunities. Finally, the importance of education and equal educational opportunities is highlighted.
Table of contents
1. Introduction
2. Social inequality
2.1 Emergence of social inequality
3. Impact of social inequality on life chances
3.1 Impact of social inequality on educational opportunities
3.1.1 Social background as a reason for educational inequality
3.1.2 Migration background as a reason for educational inequality
3.1.3 Gender as a reason for educational inequality
4. Conclusion
Bibliography
1. Introduction
The following term paper will deal with a large part of sociology, namely with various manifestations of social inequality and their effects. As part of the summer semester 2014, I attended the course "Introduction to Sociology". Various topics of sociology were addressed and discussed here. I was particularly interested in the issue of social inequality. This will be defined in my work and briefly examined in more detail, oriented to Schimank and Hradil. In the further course, educational inequality in Germany will be addressed. Three determinants of social inequality are linked to opportunities in the education system. It is about different opportunities in the education system due to different social classes, the migration background and gender. Here, research results and current findings are presented and the causes of the resulting inequality of opportunity in education are also addressed. The last part of the work is then a summary conclusion, which answers the question of whether social inequality affects educational opportunities. Finally, the importance of education and equal educational opportunities is emphasised.
I am studying primary school teaching, so I am particularly interested in the connection between social inequality and inequality of opportunity in education. This topic will touch and occupy me regularly throughout my career. One is also in contact almost daily, albeit often unconsciously, with the effects of social inequality. The topic of equal opportunities or inequality of opportunity due to social inequality is also constantly present in the media. In the course of this work, different forms and types of social inequalities will be addressed. It should also become clear to what extent these affect opportunities at school and in the education system.
2. Social inequality
In general, it can be said that social inequalities exist when the living conditions of people anchored in the social structure mean either better or worse life chances according to the current assessment.1
However, social inequality is not natural, but arises from a society and in a society. Which differences and heterogeneities are thus regarded as inequalities is socially constructed. Whether differences are important in certain areas is decided and evaluated by society.
So the question is what differences between people within a society are actually seen as giving a person a better or worse position and better or worse life chances. The difference in eye color, for example, would probably not be worth mentioning here, but the difference in skin color would. To answer this question, Schimank distinguishes between two dimensions of inequality. According to him, there are "inequalities of immediate satisfaction of needs, on the other hand inequalities of social influence potentials"2. Those of satisfaction of needs refer to needs that are relevant to well-being and can be composed of different areas. For example, they can come from consumer goods that someone can afford. Further differences can occur, for example, in medical care, the possible leisure and cultural offer, recognition in the circle of friends or at work. In order to have the highest possible chances of satisfying these needs, influence potentials are important and necessary. These include, for example, power, money, violence or social networks. Through these things it is possible to advance one's own actions and his own needs satisfaction and to limit the actions and possibilities of others. The potential for influence thus determines the satisfaction of needs.3
In the further course of his text, Schimank now mentions the aspects of inequality that are considered socially noteworthy and are thus also considered in empirical research. These are mainly influence potentials, which are decisive for the extent to which the possibilities of satisfying needs are given. In addition to earned income, the possession of money also includes all other types of regular income, such as co-income, income as an investor or savings. Another well-known aspect of inequality is the possession of the means of production. This refers to capital ownership "to an extent that enables entrepreneurial action, in particular the purchase of labour".4 Of course, power must also be seen as a significant aspect of inequality. On the one hand, it is to be understood as violence that grants someone an organizational position and powers or as a legal regulation that imposes certain rights on someone. In addition to legal regulations, there are also positions of social power that place one social group above another. The self-determination of work is also important. Someone who works as a simple worker is subject to external control, while other professional groups, on the other hand, enjoy greater freedom and opportunities.5 Education is also an important aspect of inequality in our society, on which the focus of this work lies. This refers on the one hand to educational certificates, which enable one to exercise certain professions or training. Income and, for example, the self-determination of work already mentioned depend on this. Education also implies the prestige and prestige that a person enjoys. Relationships that a person has and can mobilize also create inequalities. We are talking about social capital. This can be used, for example, when trying to find a new living space or a job. Typical as an aspect of inequality in today's society is also the prestige. Someone who moves in supposedly better and higher circles often enjoys a higher reputation, also depending on the profession. For example, a lawyer has a higher reputation due to his profession or lifestyle than, for example, a cleaning lady. A major and still important aspect of inequality today is gender. Mainly, this is about advantages of different types that men enjoy over women. Examples of this are opportunities on the labour market, decision-making rights or access to educational institutions.
Ethnicity and the migration background are also central aspects of inequality. Skin colour and certain non-standard body characteristics create inequality and can lead to discrimination and disadvantage. The region in which people live can also lead to inequalities. These then relate, for example, to the labour market or educational opportunities. Someone who lives in Munich, for example, has a better chance of finding an educational institution that meets his wishes and possibilities than someone who lives in a small village in Saxony-Anhalt.6
A final major aspect of inequality is social origin. This combines some of the aspects already mentioned.7 We are talking here about the income and property of the family, the professional position of the parents, education and also the region of residence.
All these aspects of inequality, of course, are largely interrelated and interconnected. In addition, they are also partly mutually dependent. Educational opportunities may depend on the region in question, and social capital may also depend, for example, on ethnicity, migration background and social origin. Nevertheless, not all aspects of inequality are considered equally important by everyone. Marx, for example, considers the possession of capital goods to be decisive, Bourdieau considers the possession of economic, cultural and social capital, and Schulze sees age combined with education as the most important determinants.8
I would like to add to the statements on the social inequality of Schimank in the following part. Hradil points out that social inequality can be intentional or unintentional, "it can also give way to oppression of the one by the other, but also from legitimate and considered rightful distribution processes".9
[...]
1 cf. Bader/Benschop 1989: 39-43
2 Schimank 2013: 77-78
3 cf. Schimank 2013: 78-79
4 Schimank 2013: 79
5 cf. Schimank 2013: 79
6 cf. Schimank 2013: 80
7 cf. Schimank 2013: 81
8 cf. Schimank 2013: 82
9 Hradil 2001: 15
- Quote paper
- Jannik R. (Author), 2014, Social inequality. Implications for inequality of opportunity in education, Munich, GRIN Verlag, https://www.grin.com/document/1255653
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