SOCIAL STRATIFICATION NI TRODUCTION NI TRODUCTION SOCIAL STRATIFICATION Social stratification, as defined by Budiati and Rochmat (2020), pertains to the practice of segregating individuals based on their societal standing. The societal standing will be determined based on their social differences in economic class, political influence, educational attainment, and sanctity (Sargentis et al., 2021). There are various forms of social stratification exist, including class, caste, race (Aldere, 2023), and gender-based stratification. Class-based stratification categorizes individuals based on their financial resources like income, career, and wealth. Castebased stratification is unique to India due to the caste system. Race-based stratification classifies people by their race, while genderbased stratification considers women inferior to men. SOCIO-CULTURAL DIVERSITY & SOCI0-CULTURAL DIVERSITY Socio-cultural diversity pertains to cultural elements that may impact how individuals engage with others from different cultural backgrounds (Skybrary, 2021). According to Cornelius-Ukpepi et al. (2019) socio-cultural factors refers to the differences of language, race, customs, and religion of each individual within a society . In the context of the Malaysian education system, diversity could be clearly seen from the multi races that exist within the education institution such as Indian, Chinese, Malay, Kadazan, and Iban. As for that reason, embracing socio-cultural diversity in the education system is crucial for fostering inclusivity and understanding among students of various backgrounds. By acknowledging and appreciating the diversity present within our society, we can create a rich tapestry of experiences that enhances the learning environment. In the Malaysian education system, the vibrant mix of multi races offers a unique opportunity to celebrate differences and promote unity (Razak, 2022).
THE EFFECTS OF SOCIAL STRATIFICATION POVERTY INEQUALITY CONFLICT Social stratification creates a divide between individuals of high and low social standing. Aldere (2023) notes that those hailing from lower social strata often encounter hurdles in accessing resources and opportunities, including fundamental necessities like education. When deprived of adequate education, the path to advancement becomes exceedingly challenging. Education stands as a cornerstone for socioeconomic progress, enabling individuals to secure higher-paying professions and elevate their social standing, thereby enhancing prospects for themselves and their families. Wu (2019) emphasized the challenges faced by Chinese women resulting from gender stratification. Women, being positioned at a lower social strata, often experience oppression from their employers. Despite possessing equivalent educational qualifications, men tend to receive higher wages than women. Moreover, women often face lower employment rates, as employers exhibit a preference for male workers, presuming them to be more dedicated to their work and less likely to leave due to family commitments. Women with young children also tend to retire from their career (MaurerFazio et al., 2011, Wu & Zhou, 2015 as cited in Wu, 2019) while men could continue working as normal. In his comprehensive analysis, Aldere (2023) delves into the intricate dynamics of social stratification, shedding light on its profound implications for societal harmony. He emphasizes how the unequal distribution of resources and opportunities can sow seeds of discontent among individuals, ultimately manifesting as conflicts rooted in the perceived injustices inherent in the system.
THE EFFECTS OF SOCIOCULTURAL L A N G U A G E R A C E Canestrino et al. (2022) suggest that language plays a crucial role in knowledge transfer. In today's diverse socio-cultural landscape, individuals often speak multiple languages. This diversity is essential for ensuring the seamless transfer of knowledge. Without understanding a specific language, accessing information can be challenging. For instance, English, being a lingua franca (UCL, 2022), is widely used due to the vast amount of knowledge available in this language. Relying on translations can impede the smooth transfer of information. C U S T O M S According to Fanjanirina (2023), The act of respecting the customs of others has the potential to foster stronger relationships among individuals from varied backgrounds. The establishment of mutual admiration and acceptance is facilitated when individuals put effort in comprehending and valuing one another's cultures. By recognising and appreciating the customs and rituals of others, we establish a basis of appreciation that can connect cultural disparities and enhance interpersonal connections. The demonstration of cultural respect not only fosters a sense of unity but also facilitates the establishment of a community that embraces diversity and embraces inclusivity. DIVERSITY FACTORS Race disparities can pose challenges for minority groups within a society, where privileges often favor the dominant racial groups (Cozart et al., 2021). For instance, some real estate developer may have restricting property ownership in specific areas to only the dominant group. Conversely, individuals from minority groups may encounter obstacles in owning property and sometimes face additional costs to secure their own homes. These disparities not only affect access to housing but also impact economic opportunities, educational access, and overall quality of life for minority communities. R E LIGIO N Religion is an aspect which can foster unity in a diverse community . This is due to the teachings within each religion, which transcend racial boundaries. Every religion includes followers from diverse backgrounds. When people come together to gather or celebrate their ritual , it showcases sociocultural diversity (Davie, 2022). For instance, in Malaysia, the Muslim community is made up of individuals from various races and ethnicities like Malay, Indian, Chinese, Serani, Dayak, and Dusun. During rituals like the Jumaat prayer and Eid prayer, people from these diverse backgrounds come together. This interaction provides them with the chance to connect, fostering unity among Malaysia's diverse community.
Firstly, teachers should prepare a variety of assessment materials to cater to students' diverse abilities. This approach ensures that assessments are fair and accessible to all students, regardless of their learning styles or academic strengths. By offering different types of assessments, such as written, oral, and practical tasks, teachers can provide opportunities for every student to demonstrate their understanding and skills. Secondly, when designing assessments, teachers should be mindful of students' races and cultures. It is crucial to create assessments that do not inadvertently touch on sensitive topics related to religion or ethnicity. By avoiding culturally insensitive content and ensuring that assessment materials are culturally relevant and inclusive, teachers can create a more positive and supportive learning environment for all students. Lastly, to assess students holistically, teachers should incorporate elements of communication into their assessments. Through this method, students will be able to share knowledge and perspective with their peers which will enhance their learning experience. As an example, groupwork activities can be used to assess students' teamwork and communication skills in diverse groups. By observing how students interact and collaborate with peers from different backgrounds, teachers can gain insights into their communication abilities and interpersonal skills. IMPLICATIONS ON THE Social stratification and socio-cultural diversity significantly influence the dynamics of our Malaysian school and education community. When students from various backgrounds come together in the classroom, their unique experiences, beliefs, and values blend to form a rich diversity that enriches the learning environment. These factors has an impacts on the students' outcomes, foster unity within the school community, and promote educational equity. CONCLUSION In conclusion, the impacts of social stratification and socio-cultural diversity on the school and education community are significant. It affects students' academic achievements, unity within the school community, and educational equity. These aspects have an impact on the accessibility of high-quality education, the inclusiveness of the educational setting, and the overall academic achievements of students. In order to effectively tackle these issues, it is imperative to adopt a holistic approach that encompasses the participation of all stakeholders within the education community. The implementation of Classroom-based Assessment (CBA) is crucial in addressing these issues as it serves to foster equity, cultural understanding, and holistic evaluation of students. Teachers can promote equity by creating a range of evaluation resources that accommodate different abilities, refraining from including culturally sensitive material, and integrating communication components into assessments to evaluate students' collaboration and communication abilities in diverse settings. Malaysia may establish a more inclusive and equitable education system that benefits all students by incorporating these factors into Classroom-based Assessment (CBA) processes. This strategy not only improves the educational experience for kids but also cultivates a more unified and harmonious school community that appreciates diversity and encourages academic achievement for all individuals. &COMMUNITY SCHOOL The Century Foundation (2019) stated that students who came from diverse school in terms of social status and culture are tend to have a better academic performance. It is because in these schools they will be able to interacts with different types of peers which will enhance their knowledge and give them new perspective on things. Therefore, this idea of social stratification may jeopardize the unity within the school community (OECD, 2020). It is because students from lower status may feels vulnerable at school which causing inability to socialize with people from other background. Furthermore, OECD (2020) also expressed their concern about educational equity. It is because based on (Cozart et al., 2021), educators focuses more on the equality of education. Hence, equity is what students needs. Only equality is not enough for the students as they may not be able to digest the lesson as good as students from better income family. Classroom-based Assessment instruments (CBA), is an assessment which done by teacher on their students based on their performance during the lesson. In the relation with the social stratification and socio-cultural diversity, there are a few aspects that could be focus by the teacher such as equity in assessment, multicultural awareness, and enhance communication (UNSW Sydney, 2024).
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