Question 1 Socio Economic Status Identify and discuss two major insights you were able to gain from your study of this topic. (The two major insights are meritocracy and deficit perspective in terms...

Running Head: SOCIO ECONOMIC STATUS AND GENDER    1
SOCIO ECONOMIC STATUS AND GENDER     2
SOCIO ECONOMIC STATUS AND GENDER
Table of Contents
Q1. Socio Economic Status    3
Q2. Gender    5
Reference    8
Q1. Socio Economic Status
In education, the ladder of success is difficult to climb. It is the constructivist model, which states that education is socially constructed and ca
ied out eventually making learning a social activity, so we learn in communities of practice. While people may have impairments, it is society that disables, through its attitudes and practices creating a strong connection in education. Hence, the first insight gained from the book by Welch et al. (2017), is on the concept of meritocracy. It is often seen in the society that the high end of society acquires advanced literacy, numerical skill and formal educational credentials, whereas the economically poor class of people face discrimination in the form of their merits not being credited.
As argued by Welch et al. (2017), initially, Karl Marx and Reid analysed the social capital of individuals’ family, schools and their local communities as well as the ways, they plan an important role in determining the type of education and employment. Marx said working class should throw capitalist for equality, thus further exploring the idea of compulsory schooling. Social classes were based on preserving inequalities and reproducing through sorting and streaming of work. Hence, this shows that meritocracy is not given importance when it comes to acquiring a position or a certain benefit in the education system by the economically secured class of people. However, now the scenario has changed and meritocracy is getting its due respect.
The second insight shows that when the teachers decrease on their focus on other aspects and increase their focus on what is right, they possess deficit and asset-based perspective in education, thus, shedding light on the concept of deficit perspective. Today, in the knowledge economy, where knowledge is tangible and the future shaper of the Australians, the deficit model focuses on what children need to learn. However, as argued by Welch et al. (2017), the limitation of the child model lies in the aspect, where frequently in education teachers look for child’s deficit reason for educational failure.
The deficit model is linked to psychological and medical model of disability, which is all about how the child responds, the opposite of which is social model of disability. As argued by Welch et al. (2017), every year has been exceedingly rich in the fulfilment of educational promise between nineteenth and twentieth centuries. After the end of World War 2, in Australia, it was shown that schooling was an institute for empowerment and social mobility because it could access knowledge valuable for the society. In their cu
iculum, middle class culture and subjects were given more value than the knowledge of the people belonging to the working...