Reproduction of class habitus and educational inequalities through the perspective of teachers

This thesis aims to examine the reproduction of class habitus in education and inequalities in education through the eyes of teachers. It has been investigated how inequalities in education are shaped by factors such as students' socioeconomic status and family structures. Students' family and environmental conditions play a decisive role in educational processes and this situation is directly related to students' success in school. The aim of this study is to understand how teachers perceive class inequalities to be reproduced in education and the effects of these inequalities on students' educational process. The research was conducted through semi-structured interviews with 15 teachers. In the interviews, the difficulties experienced by teachers according to their students' socioeconomic status and family structures and the effects of these situations on inequalities in education were questioned. Teachers stated that low-income students often have difficulty accessing educational materials and family support, which constitutes a significant obstacle to students' success. The participation of students' families in the educational process is generally limited in parallel with class differences, which negatively affects students' educational journeys. However, teachers emphasized that the inequalities students face in education are not limited to material conditions, but also that students' psychological and social situations play an important role in this process. It has been observed that students with low socioeconomic status experience more exclusion and marginalization in classroom interactions. Students' lack of self-confidence and distrust towards school stand out as another factor that negatively affects their success in education. The findings of the study provide important information to understand how teachers observe the effects of class habitus in education and how they experience these inequalities. Teachers agreed that class differences increase inequalities in education and that this situation deeply affects students' learning processes. However, teachers stated that family support and social dynamics within the school constitute an important balancing factor in students' success. Another important finding emphasized by teachers is that more resources and support mechanisms should be created in schools in order to reduce inequalities in education. As a result, this thesis shows that the main factors shaping inequality in education are structural elements such as class habitus and socioeconomic status. It has become clear that in order to prevent inequalities in education, teachers need to develop strategies that aim to provide equal opportunities to every student, taking into account class differences. Ensuring equal opportunities in education is critical not only for individual success but also for the general well-being of society.