Subsequently, with regard to primary and/or preparatory schools, a great majority of students are passing the GSAT examination however with the majority of the passes, students are being placed into non-traditional high school, where only a minority of students are being placed in traditional high schools. This results in low CXC pass rates, increasing number of high-school dropouts in regards to non-traditional high schools, therefore leading to a decrease in the number of students attending university for tertiary education. Where access to quality education remains largely determined by societal class, a fact evident not only in the differential resources available to schools but also the background of students entering better-resourced institutions.Ĭomment : What does a conflict perspective say about this issue? This helps to perpetuates historical societal divisions, that of our post-colonial plantation society, where rewarding those from higher social classes while placing those from lower classes at an increasing disadvantage.
Students from marginalised socio-economic backgrounds, giving rise to disparate educational experiences is greatly evident in the preparatory/primary and traditional/ non-traditional high-school divide. This is supported by an article taken from the Jamaica Gleaner, by contributor Michael Waul, who agrees with this notion. This suggests that schools contribute to educational inequality, where children who are deprived by their social background when they enter school become even more disadvantaged as they progress through school, and as such at a greater difficulty for social mobility. This relates to social class where the higher the social class, the more likely parents are to hold high expectations, and positively influence the child to attain a high degree of education. As a result, the space in between kids from the lower socioeconomic strata and those from the middle and upper strata tends to increase with the level of school.
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