Critically analyse how intersections of race, ethnicity and class might impact upon a

students educational aspirations and life chances. Reflect on how your own

intercultural understandings might influence your teaching practice.

The functionalist nature of the education system means that race, ethnicity and class,

have a multitude of effects upon student aspirations and life chances. This assertion

will be explicated in order to highlight how intersections of the above lead to students

having considerably less opportunity at success. The current education system

operates on the notion of meritocracy. This system in theory appears to be socially

progressive, although in actuality is regressive in nature. The reason for meritocracy

being regressive is due to the fact that equity is not yet the forefront of society, and

therefore some individuals start off at a considerable disadvantage. These factors

result in students from lower socio-economic background, race, or ethnicity having

vastly disparate opportunities for success. This will be underpinned through the

utilization of sociological theory in order to highlight how functionalism and a lack of

equity, culminate in those worse off in society having lesser chances at educational

success. This essay will discuss the Gonski Review, and the problems that the report

outlines in the way of educational gap between societal classes. This will be

accompanied by a reflection on the ways that intercultural understandings affect

teaching practices, and how a culturally and socially attuned teacher is fundamental to

providing a safe and inclusive classroom for all students.

There is an apparent correlation between race/ethnicity and class in Australia.

Fingland (2014) highlights that Western Sydney has one of the highest concentrations

of new migrants, as well as being one of the most culturally diverse parts of Sydney.
Coupled with this is the fact that Western Sydney also has a considerable

concentration of socio-economic problems (p.2). Through this, it is evident that there

is a link between ethnicity and socio-economic background. This is important, as

Australia operates upon the ideal of meritocracy, being that any individual can

achieve if they put the work in. However, meritocracy is instead a system where those

at the ‘top’ must have earned it, and those at the ‘bottom’ deserve it. (Botton, 2009).

This is where the problem of meritocracy comes to light, as meritocracy operates on

the assumption that everyone has access to the same resources, and has the same

opportunities afforded to them. In reality, some individuals have significantly less

access to resources, meaning meritocracy merely further entrenches the class system.

The Gonski Review (2011) outlines the fact that current underperformance in schools

is attributable to the background of students (p.108). To address these inequalities,

there is a need to ensure equity, so that all students have equal opportunities for

success. Keddie (2011) notes that the distinction between equity and equality is that

equity is tasked with ensuring that an individual’s background does not act as a

barrier (p.27). The inequalities resulting from socio-economic background mean that

there are significant ramifications on success in schooling. Howard (2005) asserts that

different socio-economic backgrounds have lots of effects on the disparities in

education, with access to parental support, and resources all being affected (p.248).

This is important, as it means students that do not have access to certain things at

home, such as technology, may be at a severe disadvantage compared to other

students. This is important, as when for example a teacher sets an essay for students to

do, if the teacher is not aware of the socio-economic demographics of the classroom,

there may be unintended consequences of impeding on the possible achievement of

some students.
 Sever (2012) states that a functionalist view of education is that its intended purpose

is to provide knowledge, skills, and solidarity (p.652). The importance of this is

‘solidarity’, which suggests that a primary role of education is to provide unified

conformity. The problem with this is that in an increasingly globalised world, there is

also increasing diversity in the classroom. This means that the dominant Anglo-

Australian culture does not represent a growing body of students that hold different

cultural values. Cortazzi (2013) conceptualises ‘cultures of learning’ which suggests

that learning is inherently cultural, and therefore individuals with different come with

different ways of understanding and interacting (p.1). The relevance of this is that in a

functionalist education system, the cultures and values of minority groups are not

accommodated into the learning experience. Shipp (2012) reinstates this, arguing,

“the education system does not accommodate non-Anglo Australian cultures at any

real level” (p.21). This is problematic as students with different ethnicities are

excluded from the mainstream, and understanding of their culture is through being

marked by difference. Race (2014) notes this, stating that multiculturalism in schools

is integrationist (p.13). This means that individuals from cultures other than the

dominant ‘mainstream’ culture are disjointed from the classroom environment.

Ferfolja, Diaz, and Ullman (2015) underpin this, stating, “diversity is apparent in all

educational settings, it is often undervalued, positioned as deficit or difficult, and

rendered invisible” (p.2). The reason for the importance of this is due to the

‘invisibility’ afforded to other races and ethnicities. Another example of the

invisibility of other races/ethnicities is through the fact that NAPLAN has no category

to track the educational achievement of these groups (Creagh, 2012, p.253). This

highlights that the current education system does not pay sufficient attention to the
educational performance of minority groups to ensure that such students are not being

disadvantaged.

Ferfolja states, “evidence from research conducted in Britain and in Australia shows

that the intersections of class, ethnicity, and ‘race’ exacerbate the disproportionality of

low educational outcomes” (2015, p.141). This is pertinent, as through the previous

two paragraphs it is clearly apparent that either being of different ethnicity, or being

from a lower socio-economic background can have repercussions on educational

chances. Arguably this means that a combination of both ethnicity and a lower socio-

economic background, results in chances of success being even more unlikely.

Ferfolja (2015) also asserts this point, that student from working-class and minority

groups have low educational outcomes (p.132). The reasoning for this is that students

from a minority culture are already disjointed from ‘mainstream’ norms, and a

lowered social class simply builds upon this by restricting access to resources.

Saltmarsh (2007) notes that schooling in Australia has a tradition of being directed at

the middle/upper class. The way in which schools have responded to increased

diversity is through representational strategies (p.337). The reason why concentration

needs to be put on integrating individual cultural values into the classroom is so that

students feel a sense of attachment and purpose to the curriculum. An example of this

is evident through the Aboriginal Literacy Project, which allows Indigenous students

to feel a sense of belonging through translating their elders’ stories (Shipp, 2012, pp

20-23). This highlights how student involvement and achievement can be increased

through finding ways to involve the individual at the heart of the learning process.

Hardy (2013) makes this point, stating schools need to avoid being oppressive, and

that it is important to place identity at the centre of schooling (P.698). This is where
functionalist approaches to education have problems, as one of the primary goals as

already discussed is to provide ‘social glue’. The problem with this is the fact that

currently this social cohesion is grounded in the ‘Australian’ culture. Current

education practices do not allow for exploration of cultural identity, and do not allow

for an individuals culture to be appreciated in its own respects.

Intercultural understandings impact upon teaching practices as if a teacher assumes

that the opportunities afforded to students are all equal, then teachers can start

neglecting the inequalities that students face. Ferfolja states, “The myth of

meritocracy can make it seem to teachers that all students, regardless of ‘race’ or

social class, have the same opportunities as each other” (2015, p. 81). This is

noteworthy, as if a teacher is not aware of the fact that students in the classroom may

have different backgrounds, then further inequalities can be formed in the classroom.

Ferfolja states that teachers that examine cultural identities have a major impact on

teaching in high-poverty schools where students are usually those that are the

‘othered’ (p.78). Ferfolja (2015) also states that “Many teachers in high-poverty,

undervalued schools in Australia are white and come from middle-class backgrounds,

therefore, it is common for teachers to arrive in these classrooms with little

knowledge of their students’ families and communities” (p. 77). The reason why this

is applicable is due to the fact that if a teacher does not take the individual

circumstances of students into consideration, it can lead to the exclusion of a lot of

students from being able to achieve. Another way to which teachers can create an

inclusive environment is through ensuring that when examples are being used in

lessons, that such examples are a representative of a wide range of cultures. This is

important, as it is easy to rely upon personal experience, and for me, and most
teachers that would be on Anglo-centric examples. This links into ethnocentrism,

which is the process of understanding cultures in comparison to one’s own. This is

problematic, as through comparing cultures, it does not allow for a students culture to

be appreciated in terms of its own historical and social context. Instead of

ethnocentrism, ethnorelativism needs to be employed to avoid the outward look at

other cultures.

These factors will affect the teaching practice as if a teacher is not prepared to serve

a diverse population of students it can lead to there being a range of inequalities that

can arise. Gay (2010) outlines 5 traits that teachers should possess In order to promote

equity. These required attributes are the feeling of a sense of purpose to serve diverse

people, an empathy and value for students cultural background, a willingness to

challenge preconceived knowledge and a willingness to improvise teaching

approaches, as well as a passion for ensuring social justice in the classroom (p.145).

Through this framework of traits it can be seen that in order for a teachers practice to

promote equity it is necessary for the teacher to be aware that individuals in the class

may have disparate familial/ cultural backgrounds. If a teacher is mindful of this, and

incorporates the individuality of each student into lessons, it allows for students to be

able to connect to the curriculum and feel like their cultural values are being valued.

It is not a question of whether intercultural understandings might affect teaching

practice, but to what degree. Ferfolja (2015) reinstates this stating, “ incorporating

sociological theory into pre-service teacher education is to enhance future teachers’

ability to identify, confront, challenge and unpack beliefs about students, parents and

the broader community” (p.4). This is important, as it exemplifies the way that a
teacher that has an understanding of other cultures is able to make sure that students

in the classroom are not disadvantaged in any way.

In summation, intersections of race, ethnicity, and socio-economic class have a

multitude of impacts on student educational chances. The reason for this is that even

race and lower socio-economic class on its own had detrimental impacts on student

outcomes, but together it leads to lower chances at success in school. Both the Gonski

Review, and The Melbourne Declaration have been shown to acknowledge the fact

that currently students from these groups face significant hardships compared to

middle-class ‘Anglo’ Australians. There is a correlation though between supportive

school environments that give a voice to marginalised students, and students having

increased chances of success. Similarly there is a correlation between teachers that are

aware of cultural and social processes and the creation of classrooms that support

identities to be confronted. As a teacher, my practice will be impacted by my

intercultural understandings. Through understanding that students in my class may

have different socio-economic/cultural background it allows for a more equitable

classroom to be encouraged, where difference is nurtured rather than ignored.

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