INTRODUCTION

 Class structure in schools refers to the division of students based on their socio-
economic backgrounds or their families' social status. While the specifics of class
structure can vary across different educational systems and regions, it generally
entails categorizing students into different social classes based on various factors
such as income, profession, education level of parents, or neighborhood.

In other word, class structure refers to the socio-economic divisions or hierarchies that
exist within a society. In the context of schools, class structure often relates to the socio-
economic backgrounds of the students and their families. Students from different social
classes may have varying access to resources, privileges, and opportunities, which can
influence their experiences and educational outcomes.

 Social mobility in schools refers to the extent to which students have the
opportunity to advance or move up the social ladder based on their educational
achievements, regardless of their socio-economic background. It is the idea that
education can provide individuals with the means to improve their social standing
and overcome limitations imposed by their class background.

It also refers to the ability of individuals or groups to move up or down the social
ladder within a society. In the context of schools, social mobility relates to the
opportunities for students from disadvantaged backgrounds to improve their social
standing through education and other means. It is the idea that education can be a
pathway for individuals to break free from the limitations of their social class and
achieve upward mobility.
Types of Social Mobility:

In social stratification the movement occurs in three directions.

a. From lower to higher

b. From higher to lower

c. Between two positions at the same level.

Social mobility is primarily of two types:

I. Vertical mobility

II. Horizontal mobility

( I) Vertical mobility:

It refers to the movement of people from one stratum to another or from one status to
another. It brings changes in class, occupation and power. It involves movement from
lower to higher or higher to lower. There are two types of vertical mobility. One is
upward and other is downward mobility.

When an individual moves from lower status to higher status, it is called upward
mobility. For example, if the son of a peon joins a bank as an officer, it is said to be
upward social mobility but if he loses the job due to any other reason or inefficiency, he
is downwardly mobile from his previous job. So downward mobility takes place when a
person moves down from one position to another and change his status.
( II) Horizontal Mobility:

It refers to the movement of people from one social group to another situated on the same
level. It means that the ranks of these two groups are not different. It indicates change in
position without the change in status. For example, if a teacher leaves one school and
joins another school or a bank officer leaves one branch to work in another or change of
residence are the horizontal mobility.

Horizontal mobility

Apart from the above two broad types of social stratification, there are two other types of
social stratification in terms of dimension of time. They are:

(i) Inter-generational mobility:

When changes in status occur from one generation to another, it is called
intergenerational mobility. For example, if the son changes his status either by taking
upon occupation of higher or lower rank with that of his father, there inter-generational
mobility takes place.
(ii) Intra-generational mobility:

When changes in status occur within one generation, it is called intra-generational

mobility. For example, the rise and fall in the occupational structure of a family which
leads to change in its social status within one generation is called intra-generational
mobility.

CLASS STRUCTURE AND SOCIAL MOBILITY

However, class structure and social mobility in schools are often interconnected, and their
influence on educational experiences and outcomes can have long-lasting effects. Here
are some key aspects of class structure and social mobility in schools:
1. Inequality and Educational Achievement: Class structure can contribute to
educational inequalities. Students from lower socio-economic backgrounds may
face challenges such as limited access to quality education, educational resources,
and support systems. This can result in lower academic achievement and reduced
educational opportunities compared to their more privileged counterparts.
Inequality in education perpetuates the existing social class divisions.

2. School Funding and Resources: Class structure can influence the distribution of
resources within schools. Schools in lower socio-economic areas may receive less
funding, resulting in reduced access to well-equipped facilities, technology,
qualified teachers, and extracurricular opportunities. The limited resources in such
schools can hinder the educational experiences of students from disadvantaged
backgrounds.

3. Role of Teachers and Support: Teachers play a crucial role in addressing class-
based disparities and promoting social mobility. They can provide additional
support and resources to students from disadvantaged backgrounds, offer equal
opportunities for participation, and create inclusive learning environments.
Programs such as mentoring, tutoring, and scholarship initiatives can help uplift
students from lower socio-economic classes.

4. Addressing Inequality: To promote social mobility and reduce educational

inequalities, it is important to address structural factors that perpetuate class-based
disparities. This includes equitable allocation of educational resources, targeted
support for students from disadvantaged backgrounds, and policies that prioritize
social inclusion and equal opportunities. Collaboration between schools,
communities, and policymakers is essential to ensure equal access to education and
enhance social mobility for all students.

5. Importance of Early Education: Early childhood education programs can play a

crucial role in breaking the cycle of social inequality. Accessible and high-quality
 early education can provide a strong foundation for children from disadvantaged
backgrounds, narrowing the achievement gap from an early stage and facilitating
increased social mobility.

6. Efforts to address class-related disparities and foster social mobility within schools
are vital for creating a fair and inclusive education system. By promoting equitable
opportunities and providing support to students from all social classes, it becomes
possible to reduce the impact of class structure on educational outcomes and
improve access to upward mobility

REFERENCES

Grusky, David B. (2011). "Theories of Stratification and Inequality". In Ritzer, George

and J. Michael Ryan (ed.). The Concise Encyclopedia of Sociology. Wiley-Blackwell.
pp. 622– 624. doi:10.1002/9781405165518. ISBN 978-1405124331. Archived from the
original on 1 September 2016. Retrieved 23 June 2014.

Loya, Jose (2023). "Differential Access in Mortgage Credit: The Role of Neighborhood
Spatial and Racial Stratification". Rural Sociology. 88 (2): 546–577.
doi:10.1111/ruso.12485. S2CID 257658592. Archived from the original on 2023-
04-16. Retrieved 2023-04-16.

FEDERAL COLLEGE OF EDUCATION (TECHNICAL) BICHI

P.M.B 3473. KANO STATE
IN AFFLIATION WITH:
ABUBAKAR TAFAWA BALEWA UNIVERSITY BAUCHI (A.T.B.U)
FACULTY OF TECHNICAL.
COURSE: FOUNDATION II (EDU 222)

TITTLE: GROUP ASSIGNMENT

 QUESTION: WRITE ON CLASS STRUCTURE AND SOCIAL MOBILITY IN
SCHOOL

GROUP 2.

MEMBERS

S/ NAME REG. NUMBER

N

1. IBRAHIM SABO 22/51065D/KN/6

2. DIKKO SHEHU 22/51060D/KN/6

3. DARDAU MARWANA 22/51067D/KN/6

4. ABUBAKAR SALEH YAKUBU 22/51073D/KN/6

5. MUHAMMAD SALIHA BALA 22/51190D/KN/6

6. USMAN ABDULSALAM 22/51196D/KN/6

7. DAHIRU ALIYU 22/51174D/KN/6

To be submitted to:
Dr. Hadiza Mu’azzam