Critical ethnography of equity issues in a Special Science Class

Abstract

Framed from the theoretical perspective, this study was conducted as a social critique to highlight the marginalization experience of pupils who come from the low socio-economic status in a Special Science Class (SSC). Using Bourdieu's (1986) Theory of Social Reproduction, this study further examined the structural mechanisms that promote status quo in SSC for the advantaged of economically well-off pupils and disadvantaged poor pupils. Three SSC pupils Nena, Angela, and Sharon- were purposively selected as primary research participants. Secondary participants included 19 parents, 32 classmates, one principal, and nine teachers. Data sources included interview transcripts, researcher observation notes, and documents such as portfolio, activity notebooks, report cards, anecdotal records, class records, attendance forms, and records of pupil's accounts, among others. Findings of the study revealed that pupils experienced marginalization by virtue of their low economic status. In particular, they felt inferior and alienated from their classmates because they were not able to cope with financial and structural requirements to become successful pupils in a special science class, such as payments for miscellaneous fees, class requirements, support materials (e.g., computer, printer, reference materials), and extra-curricular activities. Social and economic structures outside the school are maintained and reproduced in a special science class through the admission criteria and process, class requirements, selection of pupils for leadership opportunities and extra-curricular activities. The researchers recommended financial and structural support for poor and deserving SSC pupils.