Social economic status (SES) is a hybrid composition of educational achievements, financial freedom and the subjective perceptions of a given society. Many Americans believe that poor educational backgrounds lead to social inequality. This notion is somewhat true in a few aspects, for instance, low educational achievement among other factors such as poverty and poor health are correlated with low SES thus leading to social inequality (Morgan et al., 2009).
Access to education perpetuates higher social economic standards in students which in turn predisposes them to better living standards through enhanced development of language, cognitive functions and consequently social emotional processing (Aikens & Barbarin, 2008). Education plays a fundamental role in a student’s social status by encouraging socialization. For instance, it equips students with the values and skills they need to fit into society. Education also promotes Social placement and integration. Through education, students are taught a set of beliefs and values needed to integrate into life easily. Social placement also plays a crucial role in making sure students are taught at levels that suit them best all in the aim of achieving social equality.
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Functionalism and the conflict theory give a conflicting introspect into the pros and cons linked with education and its role in promoting social inequality. Functionalism is for pro education as a tool to fulfill a society’s needs. Socialization, social integration, placement and cultural innovation are seen to equip individuals with the necessary exposure and skills they need to identify their path in life. The Conflict theory on the other hand views education and how it promotes inequality. For instance, it critically re-analyzes social placement and how it promotes social inequality. For instance, when students are locked into lower and faster tracks it caps their abilities and potential which ends up favoring only those who are tracked up (Ansalone, 2010).
References
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100, 235-251. http://dx.doi.org/10.1037/0022-0663.100.2.235
Ansalone, G. (2010). Tracking: Educational differentiation or defective strategy. Educational Research Quarterly, 34 (2), 3–17.
Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2009). Risk factors for learning-related behavior problems at 24 months of age: Population-based estimates. Journal of Abnormal Child Psychology, 37, 401-413. doi:10.1007/s10802-008-9279-8
