This document discusses several social issues in education and their implications. It identifies seven main social issues: 1) classroom racism, 2) ethnic issues, 3) unequal opportunity, 4) economy, 5) cultural issues, 6) ethical issues, and 7) gender issues. For each issue, it provides details on how they negatively impact students and education. It also gives some strategies that can be used to address the issues, such as adopting anti-racism policies to prevent racist bullying, ensuring all students have equal access to opportunities regardless of their background, being sensitive to cultural and language differences, and using teaching methods that engage both boys and girls. Overall, the document analyzes how various social problems in society can influence education if not

1. SOCIAL ISSUES &
THEIR
IMPLICATIONS TO
EDUACTION
REPORTER: MARY ROSE L. VALENZUELA
PROF.: MAY P. BAUTISTA PhD
PHED 001
STI- WNU

2. SOCIAL ISSUES
A social issue or problem is an issue that has been recognized by
society as a problem that is preventing society from functioning at an
optimal level. It is important to understand that not all things that occur in
society are raised to the level of social problems. Four factors have been
outlined that seem to characterize a social issue or problem. These
include:
1.The public must recognize the situation as a problem.
2.The situation is against the general values accepted by the society.
3.A large segment of the population recognizes the problem as a valid
concern.
4.The problem can be rectified or alleviated through the joint action of
citizens and/or community resources.

3. SOCIAL
ISSUES
IN
EDUCATI
ON
1. CLASSROOM RACISM
2. ETHNIC ISSUES
3. UNEQUAL OPPPORTUNITY
4. ECONOMY
5. CULTURAL ISSUES
6. ETHICAL ISSUES
7. GENDER ISSUES

4. 1. CLASSROOM
RACISM
Racism is a social issue that is present in every aspect of
society, from business atmospheres to schools. That this
problem has worked its technique into classrooms is proofed
by biased peers full of prejudiced notes towards classmates
of minority backgrounds. However teachers can ban
language conflicts at school, racism might continue to
survive if parents don’t also assist to accurate the
preconception behaviors of their children in the home.

6. AT AN INDIVIDUAL LEVEL, RACIST
BULLYING CAN HAVE LONG-TERM
NEGATIVE EFFECTS ON:
•*students’ physical and mental health
•*school attendance
•*educational attainment.

7. A whole school approach can be achieved through:
•*Engaged leadership
•*A shared and visible commitment by all members of the school community
•*Recognizing that bullying prevention needs ongoing effort
•*Collaboration and engagement with the whole school community
•*Adopting a multi-faceted approach rather than a standalone approach or a single strategy
•*Implementing comprehensive and evidence-based strategies
•*Professional development for staff to build their capacity to:
create an inclusive classroom environment
build the skills and knowledge to respond appropriately to racist bullying
•*School policy and practices that clearly name and address racist bullying
•*Developing a specific anti-racism policy to support the school’s bullying prevention policy
PREVENTING RACIST BULLYING

8. Children have its place in certain ethnic groups, are
incorrectly evaluated as being slower learners when
measuring up to other competitions. This is, obviously, not
true for the reason that one’s learning capabilities not
straightforwardly connected to their customs. Though by
reason of social or even geographical aspects, students
from certain ethnic groups lack sufficient disclosure to
sources of learning. It puts the students belonging to them
at risk of increasing low self-esteem.
2. ETHNIC
ISSUES

9. ETHNICITY AND ETHNIC
GROUPS
Ethnicity – is the primary sense of belonging to an
ethnolinguistic group, which is blood-related in nature in the
sense that the ties are reckoned by blood and traced through
family tree (Philippine Statistics Authority)
Philippines: 182 ethnolinguistic groups; 110 are indigenous
people (IP) groups
Major ethnic groups (based on classification of the National
Commission on Indigenous Peoples or NCIP):
1. Muslim ethnic group (IPs and non-IPs)
 2. Non-Muslim IPs ethnic group
3. Non-Muslim, non-IPs ethnic group

10. 3. UNEQUAL
OPPORTUNITY
Within the realm of judgment is the social issue of unequal
education opportunities for individuals who come from
smaller backgrounds. Students who belong to this
demographic risk lost out on the similar stage of educational
excellence as middle to higher class students of non-
minority backgrounds. The social problem here is that the
offers disproportionate opportunities and education system
has inequities based on cultural affiliation and income level
when in an ideal world, all students should have exposure to
an equal education.

11. 4. ECONOMY
The economy plays an important part in social issues that
affect students. As children become older, they begin to
notice the financial burdens that their families experience. In
an economy, it can be hard for families. Subsequently, some
high scholars drop out of school so that they can assist
support the family financially. Students who belong to
deprived families are most probable to attend public
schools. These schools are not as sound prepared with
technology as a private school. This then automatically lay
them at a difficulty when judge against to other students who
go to private schools.

12. 5. CULTURAL
ISSUES
Students belonging to migrant families may not be sound
proficient with the English language. This makes an obstacle
to contact students and teachers. Such students are not
capable to get an accurate education.

13. There is an important relationship
between culture and education since
the culture of teachers and students
affect education processes in the
classroom. Thus, culture includes
everything that makes one group or
community within a society
distinctive from another: language,
values, literature, worldview, food,
religion, clothing, holidays, beliefs,
and behavior that construct a
specific group’s lifestyl

14. • All students are culturally diverse regardless of
their ethnicity, race or socio economic status.
• multicultural and multilingual classrooms have
become the norm in many educational settings
due to changing immigration patterns caused by
globalization.
• analyzing cultural issues can shed light on some
of the unconscious process that shape
individuals perception of reality as well as
patterns of interaction.

15. • The analysis of cultural issues may benefit
teachers as well as learners by raising awareness
of the hidden cultural assumptions and biases
that they bring to the class room.
• In order to educate the future generations of our
society effectively ,the education system must
be successful teaching all children to
communicate and interact with people from
different backgrounds and different abilities.

16. • Educators must find ways to offer an excellent
education to all students regardless of their
backgrounds.
• for culturally and linguistically diverse students, issues
of diversity, difference and disability can be quite
complex and
challenging for classroom teachers.
• Understanding the role that culture plays in the
classroom is essential to effective teaching, learning
and communicative interaction in general.

17. • designing programs for diverse audience is
not an easy process. It involves linguistic
translation although language is important.
• more over programs must be designed to be
sustainable within the communities they seek
to involve.

18. 6. ETHICAL
ISSUES
There are certain extra ethical issues in education which
have an effect on students. For instance, whether to permit
mobile in school or not, should school uniforms be made
compulsory, etc.

19. ETHICAL ISSUES
• Human dignity
• Vulnerable persons
• Confidentiality and privacy
• Justice
• Safety of students
• Harm and benefits

20. RESPECT FOR HUMAN DIGNITY
• Speaks and acts towards all students with respect
and dignity; and deals judiciously with them at all
times, always mindful of their individual rights
and personal sensibilities.
• Respects the dignity and responsibilities of
cooperating teachers, peers, principals, parents
and other professionals or para-professionals
within the school, school board and community.

21. RESPECT FOR VULNERABLE
PERSONS
•Respects and recognizes ethical obligations
towards vulnerable persons. This principle
recognizes that students are in a vulnerable
position and that student teachers are in a
privileged relationship with students and
their families and will always refrain from
exploiting that relationship in any form or
manner.

22. RESPECT FOR
CONFIDENTIALITY AND
PRIVACY
Respects the confidential nature of all
information related to students and their
families and will share such information in an
appropriate manner only with those directly
concerned with their welfare.
Respects the confidential nature of all
information related to all school personnel
and will share such information in an
appropriate manner.

23. RESPECT FOR SAFETY OF
STUDENTS
Respects the right of individuals
to expect that student teachers
will engage in practices that aim
to ensure the physical,
psychological and emotional
safety of students.

24. BALANCING HARM AND
BENEFITS
Acknowledges that any
potentially harmful practices (e.g.
lab activities) must be balanced
with anticipated benefits and
conducted in a prudent informed
manner.

25. 7. GENDER
ISSUES
Social problems in education are the degree of difference
treatment delivered on the cause of gender. In certain parts
of the society, girls are delivered few opportunities for
studying, in comparison to boys. Expectations from girls to
achieve high in studies or study further less.

26. GENDER BIAS
• Gender bias is preference toward one
gender over the other.
• Gender bias occurs when people make
assumptions regarding behaviors, abilities of
others based upon their gender.

27. CHADWELL (2007) SUGGESTED THAT TEACHERS MUST RECOGNIZE THE
ENERGY THAT BOYS BRING TO THE CLASSROOM AS A LEARNING
OPPORTUNITY INSTEAD OF BEHAVIOR THAT NEEDS TO BE CONTROLLED.
Here are strategies for working with boys:
•Put boys to work after providing them with an abbreviated, bulleted set of instructions.
•Have them answer questions after 10 minutes of work.
•Use problem-based learning. Start units or lessons with an essential question involving decisions or
choices.
•Teachers must delight in the richness of girls, and accept their tendency to please the teacher, all
while appropriately channeling their desire to please during discussions, lessons, or units.

28. Here are strategies for working with girls:
•Take time to explain instructional processes, answer their
questions, consider their suggestions, and probe their
hypotheses.
•Use project-based learning. Embed units and lessons with
connections to the real world, and show relationships
between the content/skills and the lives of real people.

29. These are some of the social issues that
impact education. it plays a great role in a
student's education. The social issues can
impact education positively as well as
negatively. so, students and teachers should
be careful towards these social issues.

30. CURRENT
ISSUES
TO
EDUCATI
ON
BECAUSE
OF COVID
19
(SOURCE
RAPPLER
)
1. Printing of modules
2. Quality check of broadcast content
3. Technology access
4. Safety
5. Budget