Browsing by Subject "Koulutus"

In the public discussion in Finland it is often said that the education is possible and equal to everyone. In the reality it is not that simple as various amount of studies have found that education and socioeconomic status are inherited. The inheriting has its influence to the society: the social classes still exist, only the names have changed. The purpose of this thesis was to examine the studies of inheriting education and socioeconomic status and to find what kind of influence cram schools have in the selection of university students. This thesis was executed as a review of the literature to the matter and the studies used in this thesis are mainly Finnish and done in the 2010s. In my thesis I examined social classes as a phenomena that applies to all members of the society without differentiating between gender and other background factors. By doing this I aim to create a general overview of the topic. The studies discussed in my thesis strongly conclude that the education and the socioeconomic status of an individual are strongly inherited. The level of inheritance is the strongest in the fields of medicine, law and economy. These are also the fields of practice with the smallest percentage of admission and the most expensive cram schools. The cram schools for these three fields in the year 2015 cost 800-1150 euros on average. The high fees are an excluding factor for applicants of lower socioeconomic backgrounds. The educational field of studies have an average fee of schools about 400 euros. This might result in the fact that students in the study of education come from the lower social backgrounds compared to the other popular fields mentioned. These results speak for the existence of social classes. The most popular fields of study arrange cram schools that have such high fees that only families with more financial capital are able to afford them for their children. These children will in turn inherit the socioeconomic status of their parents and be able to provide a similar financial support for their offspring’s education

Tämän systemaattisen kirjallisuuskatsauksen tarkoituksena on kuvailla koulutuksen perinnöllisyysmekanismien toimintaa sekä niihin liittyviä tekijöitä. Tutkimuskysymykseni on: Kuinka perintötekijät sekä kasvuympäristö vaikuttavat koulutuksen periytyvyyteen? Koska koulutuksen voimakasta periytymistä pidetään merkkinä luokkayhteiskunnasta ja sosiaalista liikkuvuutta, eli lasten päätymistä erilaisiin asemiin kuin vanhempansa, merkkinä yhteiskunnan avoimuudesta, tämä tutkielman tuloksia voidaan tulkita myös laajemmasta, yhteiskunnallisen hyvä- tai huono-osaisuuden periytyvyyden näkökulmasta. Aineistooni valikoitui systemaattisen haun jälkeen, kuusi vertaisarvioitua, tieteellistä tutkimusta. Tämän tutkielman valossa geneettinen pääoma näyttää selittävän merkittävää osaa koulutuksen periytyvyydestä. Noin puolet yksilöiden välisistä koulutuksellisista eroista selittyy eroilla perintötekijöissä. Vastoin perinteisiä sosiologisia selitysmalleja, perheympäristö selittää Suomessa vain 12% ihmisten välisistä eroista saavutetussa koulutustasossa. Perheympäristön vähäinen vaikutus ei tarkoita perheympäristön laadun olevan koulutuksen kannalta yhdentekevää, vaan tutkielmani aineistossa esiintyi useita viitteitä, joiden mukaan koulutukseen vaikuttavan geneettisen potentiaalin tai riskien ilmentyminen välittyvät perheympäristön kautta. Ympäristön merkityksestä kertoo mm. havainto adoptiostatuksen positiivisesta vaikutuksesta kouluttautumiseen geneettisesti riskialttiilla ryhmällä; Biologisen perheen ulkopuolelle adoptoidut lapset, joilla oli koulutuksen kannalta epäedulliset geenit kouluttautuvat huomattavasti pidemmälle kuin samankaltaiset geenit omaavat lapset, jotka asuivat biologisen perheensä kanssa. Biologisten vanhempien luona asuvilla lapsilla perheympäristön vaikutus on vähäinen, sillä vanhempien perintötekijät vaikuttavat myös siihen, millaisen kasvuympäristön he tarjoavat lapsilleen. Perintötekijät korreloivat perheympäristön laadun kanssa, jolloin perintötekijöiden vaikutus kouluttautumiseen korostuu. Tilastollisesti merkittävä osuus koulutuksen perinnöllisyydestä selittyi tutkielmani mukaan perheympäristön ja geenien ulkopuolisilla tekijöillä. Näiden ulkopuolisten tekijöiden tunnistamiseksi tarvitaan lisää tutkimusta.

This master ́s thesis examines feminist pedagogy and its discourses, possibilities and its necessity. Feminist pedagogy takes into account the questions of feminist theory about gender and other inter- secting differences and their effects. As well as the presence of power in education and the localization of knowledge and experiences. Many experiences of discrimination and exclusion have been identified in education, and it also maintains societal structures, positions and hierarchies and inequality-producing practices. Teachers are in the same way inside these structures, so that opportunities for change in power are offered through dissent. Feminist pedagogy provides tools to think differently and ask new kinds of questions. I interviewed six teachers at different levels of education who utilized feminist pedagogy in their teaching. In addition, they all had academic studies in the course offerings of women's or gender studies and/or feminist pedagogy. The interview material was analyzed by discourse analysis methods. The study is influenced by the guidelines and conceptualizations of feminist research. Feminist pedagogy is described as a tool and a support for thought, from which one theorist was borrowed something and from another something else, adapting it to their own teaching needs and situation. It offers new perspectives and ways to address topics that are discouraged by power discourse. It takes the form of a counter-discourse that questions, criticizes, and seeks to change power relations and internalized norms and practices in education. The possibilities of feminist pedagogy were related to the kind of issues that were raised, but also to the ways in which they were dealt with. Opportunities also include failures, where a pre-planned situation takes an unpredictable direction and leads to inappropriate interaction situations from the teacher’s perspective. The possibilities of feminist pedagogy also provide avenues for distributing power more evenly in the classroom. It is needed to shake up the grievances in education, to take into account gender and other differences and their effects, and to create practices that produce hierarchies. It ́s also needed to question everything that is presented as neutral and non-political, when in reality power is intertwined with such a talk, but also with what is considered significant or important information.