THE ROLE OF SCHOOL IN REDUCING THE EFFECTS OF POVERTY

V teoretičnem delu smo se osredotočili na definicije in različne teorije revščine. Pojasnili smo odnos in razliko med revščino in socialno izključenostjo ter predstavili podatke o revščini in socialni izključenosti v Sloveniji. V nadaljevanju smo pojasnili, kako revščina prizadeva kakovost življenja ter razvojne in izobraževalne možnosti. Posebno pozornost smo namenili vlogi šole pri zmanjševanju učinkov revščine. Tukaj smo se ukvarjali s splošnimi načeli vzgoje in izobraževanja, vrednotami v šoli ter enakostjo oz. neenakostjo v izobraževanju. Osvetlili smo tudi pomembnost krepitve socialnega kapitala v šolah in vrtcih ter pomembnost sodelovanja med šolo in domom oz. učitelji, svetovalnimi delavci in starši. Na koncu smo pokazali, kako sta povezani šola in oblikovanje samopodobe ter osvetlili pomembnost prostovoljnega dela v šolstvu. V empiričnem delu smo osvetlili socialno-ekonomski status (SES) učencev 9. razredov mariborskih osnovnih šol z vidika izobrazbe staršev ter materialnega in socialnega kapitala družine. V nadaljevanju smo se ukvarjali s prostočasnimi aktivnostmi učencev, učnim uspehom pri posameznih predmetih in reševanjem osebnih in učnih težav učencev v šoli. Zanimale so nas učenčeve poklicne aspiracije ter razlika med željami in možnostmi izbire srednje šole in opravljanja bodočega poklica. Na koncu smo ugotavljali, kakšen je vpliv staršev in učiteljev pri izbiri srednje šole učencev. Temeljni namen empirične raziskave je proučevanje povezanosti med socialno-ekonomskim statusom učencev 9. razreda na eni strani ter njihovo učno uspešnostjo in poklicno orientacijo na drugi strani. Ugotovili smo, da pri večini predmetov SES vpliva na učni uspeh. Ta razlika se pojavlja pri naravoslovnih predmetih, jezikih in zgodovini. Pri teh predmetih velja, da učenci z višjim SES dosežejo boljše ocene kot pa učenci z nižjim SES. Statistično značilna razlika obstaja tudi med poklicnimi aspiracijami in SES. Učenci z višjim SES težijo k temu, da se vpišejo na šole, ki prinašajo višjo stopnjo izobrazbe, kot učenci z nižjim SES.The theoretical part of this diploma paper deals with definitions and different theories on poverty. It also attempts to explain the relationship and difference between poverty and social exclusion and to present data on poverty and social exclusion in Slovenia. After that, the diploma paper analyses the impacts of poverty on quality of life and developmental and educational possibilities. Special attention has been devoted to the role of school in reducing the effect of poverty. The paper deals with the general principles of education, values in schools and equity in education. It also raises awareness for building social capital in schools and kindergartens and emphasizes the importance of cooperation between school and home, i. e. teachers, counselors and parents. Finally, the theoretical part presents the correlation between schools and developing self-respect and points out the importance of volunteering. The empirical part of the paper deals with the socioeconomic status (SES) of ninth grade students from primary schools in Maribor from the perspective of the education of the parents and the material and social capital of the families. After that, it deals with students\u27 extracurricular activities, academic achievement in particular school subjects and resolving students\u27 personal and academic problems. One of the aims of this diploma paper was to determine students\u27 career aspirations and to differentiate between enrollment and career ambitions and opportunities. Finally, the paper analyses the influence of parents and teachers in students\u27 career choices. The main aim of the empirical research was to investigate the correlation between the socioeconimic status of ninth grade students on the one hand and their academic achievement and career choice on the other.It can be concluded that the socioeconomic status has an influence on academic achievement in most school subjects. The difference is most observable in science, languages and history. Students with a higher socioeconomic status have better grades than students with a lower socioeconomic status in these school subjects. There is also a statistically significant difference between career aspirations and socioeconomic status. Students with a higher socioeconomic status have a higher tendency to enroll in secondary schools where they can acquire better qualifications than students with a lower socioeconimic status