An analysis of the inequality of educational opportunities in schools and its relationship with social origin and children's academic success
DOI:
https://doi.org/10.51247/pdlc.v7i1.716Keywords:
Social origin, family, academic successAbstract
This article analyzes inequality of educational opportunity in schools and its relationship to family social background and children's academic success. The main objective was to examine how social, cultural, and economic factors associated with family background influence children's educational trajectories, as well as to identify the mechanisms that explain the persistence of educational inequalities within schools. The methodology adopted was analytical-theoretical and sociological, based on a critical review of classic and contemporary contributions to the sociology of education. The study drew particularly on the approaches of Pierre Bourdieu, Jean-Claude Passeron, Basil Bernstein, and Raymond Boudon, in addition to previous empirical research addressing the relationship between cultural capital, economic capital, family practices, and academic performance. The results demonstrate a strong correlation between social background and academic success, showing that children from families with greater cultural and economic capital have a higher probability of academic success. Furthermore, it was observed that schools tend to reproduce social inequalities through selection mechanisms, implicit curricula, and dominant cultural models that favor socially privileged groups. In conclusion, the study argues that, while social origin remains a determining factor in academic success, it is not absolute. Individual factors, family commitment, equitable pedagogical practices, and institutional action aimed at equal opportunities can contribute to reducing educational inequalities and promoting greater social justice within the school system.
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