A study on the role of school in the reproduction process of socio-economic and cultural inequalities

In a capitalist society, there is deep-seated inequality among social and economic groups, often leading to conflicts. Education is sustained within the framework of these inequalities and conflicts based on differences. Claims that education serves to reproduce and deepen these inequalities have frequently found their place in the literature of educational sciences and sociology. This study aims to analyze the role of the school in the reproduction process of socio-economic and cultural inequalities by focusing on the demographic, socio-economic, and cultural profiles of high school students and their experiences in the education process. The accessible population of the study consists of students attending public and private general high schools in the central districts of Adapazarı, Serdivan, and Erenler in the province of Sakarya during the 2021-2022 academic year. In this study adopting a mixed research approach incorporating both quantitative and qualitative research methods, a cluster sampling technique was employed to select 21 schools for this study. Subsequently, strata within the population were identified, and then a systematic sampling was conducted. A survey was administered to 469 students attending public and private general high schools, and in-depth interviews were conducted with 25 students. Descriptive statistics, specifically frequency and percentage values, were utilized in the analysis of the collected quantitative data. Additionally, the chi-square test was employed for group comparisons. In cases where the assumption of the chi-square test was violated, the Fisher's exact test, an alternative to the chi-square test, was used, and when the Fisher's exact test could not produce results, the Monte Carlo simulation-based Fisher's exact test was employed. The content analysis method, including descriptive analysis, was used in the analysis of the data obtained from interviews with students, conducted with the assistance of the Maxqda program. In line with the research findings, it was concluded that various demographic, socio-economic, and cultural capital indicators of students differ according to the type of school they attend, whether it is a public school, private school, public school admitting students through an entrance exam, or a public school admitting students without an entrance exam. Regarding demographic characteristics, students born mostly in rural areas attend public schools admitting students without an entrance exam, while those born in urban centers attend a public school admitting students through an entrance exam or a private school. When considering the residential area of the students, those living in rural areas mostly attend public schools admitting students without an entrance exam, while those living in urban centers attend private schools. In terms of the economic situation, the income level of families is linked to the type of school students attend, as the average monthly income of families with students in private schools is higher than that of families with students in public schools. Students in public schools generally consider themselves to be in the middle to lower-middle economic class, while students in private schools regard themselves as being in the middle to upper-middle economic class. In terms of education and occupation, the education level of both mothers and fathers is higher in private schools. While the majority of mothers of students in public schools are unemployed, the majority of mothers of students in private schools work as civil servants. Additionally, the majority of fathers of students in public schools are labourer whereas the majority of fathers of students in private schools are employers. Regarding cultural capital indicators, students in private schools have more bookshelves and books at home. While the parents of students in public schools read much less books than the parents of students in private schools. The students' reading habits are linked to their mother's reading habits, as more than half of the children who do not read books have mothers who also do not read books. Students in private schools take more trips to foreign countries. The findings from the interviews with students reveal that socio-economic factors influence students' school life and experiences. Students prioritize factors such as the qualification of academic staff, education tailored to their interests, flexible course selections, reduction of exams, teachers establishing sincere and supportive relationships with students, and a fair and non-bullying school environment as important for an ideal school. Recommendations have been developed based on the results obtained in the study.