Educational Inequality in Elementary Schools: The Influence of Socioeconomic Status and School Factors | Chapter 3 | Language, Literature and Education: Research Updates Vol. 4

Elementary education plays a pivotal role in promoting socioeconomic and cultural development, particularly in developing countries like Pakistan. This sector presents an interesting scenario that is diverse and scattered in scope and faces complex social, cultural, political and economic bottlenecks. Stratification is deeply rooted in the networks of educational institutions at both the macro and micro levels. It leads to a difference in the accumulation of educational capital. Since the role of equal primary education in development cannot be denied, one of the key skills for success is the “linguistic key”; the English language skill. This paper aims to highlight aspects that lead to disparity among educational institutes and explore differences among Socioeconomically Divided School Systems at the elementary level. Specifically, this work examines trends in school factors to compare how these factors accumulate to a specific kind of linguistic exposure across socioeconomically divided school systems in Pakistan. In this ethnographic study, the cumulative inequality theory of advantage and disadvantage is used as a theoretical framework, and data is gathered from 30 elementary schools in Rawalpindi through demographics, teacher interviews and test scores. The schools were categorised as low-paid, middle-paid paid and high-paid schools in line with the socioeconomic classes which have access to specific schools. The European framework of reference (CEFR) as a measuring criterion for foreign language learners was used to measure the language achievement. The results of the research show which factors play a significant role in cumulative advantage or disadvantage. Findings reveal that children in elite private schools receive greater English language exposure, while those in low-income public schools face systemic barriers that hinder language acquisition. These early inequalities compound over time, reinforcing educational and social disadvantage. The research offers valuable insights for policymakers, educators, and stakeholders aiming to address linguistic inequities and promote a more equitable primary education system. The results are significant for policymakers, educationists, teachers and the larger society.

 

Author (s) Details

Afia Kanwal
Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University (PSAU), KSA.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5225