Social class is comparatively direct in its influence on treatment in schools compared to other common factors such as race. Social class is in most circumstances quickly noticed by teachers, but also can affect the way the students themselves act and treat themselves, therefore impacting their experience throughout their education (Warren). Stereotypes that teachers and peers harbor largely influences the treatment of students in school (Garcia, Weiss). For example, when teachers rated self control, social ability, and approaches to learning were rated by social class from least to greatest, the sequence of classes was low, middle, upper (Garcia, Weiss). This shows that there is a difference in opportunity based on social class, but also shows that teachers view students from different social classes differently (Gracia, Weiss). This means that, whether consciously or not, students are receiving segregated treatment from teachers because if somebody views a particular group differently, they are bound to act different towards that group. Varying treatment based on social class is a very widespread problem and can influence a person's encouragement and motivation, therefore impacting their persistence and affecting the success of their education.
Similar patterns are present with the students' peers, and it is not uncommon for students to assume something about a person based on his or her race (Warren). The peer then commonly acts on his assumption, and in doing so affect the student's self confidence and treatment within their education (Warren). Also, belonging to a certain social class can distract a student from the lesson and create a feeling of isolation from the student and the lesson being taught ("How"). A common example of this would be a student belonging to a very poor family while the lesson centers around the wealthy needlessly spending money on accessories. The student would very likely be distracted by his inability to enjoy the luxuries of the wealthy person instead of focusing on the lesson itself ("How"). Overall, social class differences can cause a sense of disconnect to form between student and lesson while also affecting how students think of each other on a day to day basis.
It has also been shown that lower class children tend to receive worse grades in school due to several factors (Trueman). These factors include lowered expectations, financial issues, and lowered self confidence. In addition to potentially giving them a negative attitude, worries of the lower classes such as family, financial, and social issues may cause lower class students to worry about the present and not the future, disadvantaging them in terms of college and beyond. (Trueman). Barry Sugarman, a British sociologist, “described working class culture as; fatalistic, present time orientated and concerned with immediate gratification only” (Trueman).The situation of the wealthy class is generally the opposite, and the middle class occupants tend to receive the most parental help and motivation, aiding them in achieving higher grades (Warren).
Similar patterns are present with the students' peers, and it is not uncommon for students to assume something about a person based on his or her race (Warren). The peer then commonly acts on his assumption, and in doing so affect the student's self confidence and treatment within their education (Warren). Also, belonging to a certain social class can distract a student from the lesson and create a feeling of isolation from the student and the lesson being taught ("How"). A common example of this would be a student belonging to a very poor family while the lesson centers around the wealthy needlessly spending money on accessories. The student would very likely be distracted by his inability to enjoy the luxuries of the wealthy person instead of focusing on the lesson itself ("How"). Overall, social class differences can cause a sense of disconnect to form between student and lesson while also affecting how students think of each other on a day to day basis.
It has also been shown that lower class children tend to receive worse grades in school due to several factors (Trueman). These factors include lowered expectations, financial issues, and lowered self confidence. In addition to potentially giving them a negative attitude, worries of the lower classes such as family, financial, and social issues may cause lower class students to worry about the present and not the future, disadvantaging them in terms of college and beyond. (Trueman). Barry Sugarman, a British sociologist, “described working class culture as; fatalistic, present time orientated and concerned with immediate gratification only” (Trueman).The situation of the wealthy class is generally the opposite, and the middle class occupants tend to receive the most parental help and motivation, aiding them in achieving higher grades (Warren).