Sociological Analysis of the Inconsistencies of Elitism in NODET Schools (Case Study: Students of NODET Schools in Tehran)

Document Type : Research Article

Authors

Department of Sociology, Faculty of Social Sciences, University of Tehran, Tehran, Iran

10.22059/jisr.2023.363310.1424

Abstract

Academically distinct from other institutions, the National Organization for Development of Exceptional Talents (NODET) divides its students into 'Ordinary Elites' and 'Competing Elites,' thereby establishing an internal dich​otomy. This division establishes the foundation for a scholarly, self-motivated competition within the rigorous academic environment of NODET. However, a paradox emerges: despite the fact that every student is classified as gifted, their performance may vary, thereby obscuring the distinction between outstanding and average accomplishments. Compounded by familial expectations, this duality places moderately exceptional students under considerable stress. Unwittingly, the 'Ordinary Elites' shape NODET's ethos by perpetuating a culture of competition.
The present investigation utilizes a rigorously planned ethnographic methodology, in which one investigator undertakes the responsibilities of both an instructor, mentor, and former student of NODET. This comprehensive experience offers an exceptional comprehension of the internal operations of the institution, revealing aspects that are hidden from outsiders. This approach sheds light on the challenges encountered by students who perform below expectations in the academic domain of NODET, thereby providing a holistic view of the educational ecosystem.
The NODET educational framework fosters an intricate interaction that divides students into distinct tiers of achievement, inciting an internally motivated rivalry that challenges traditional standards. This diversity provokes complex discussions that delve into the fundamental nature of educational elitism. The varied impacts of NODET's competitive culture are graphically illustrated through the subjective experiences of students who traverse the spectrum of academic performance. By conducting this inquiry, the complex structure of NODET's scholarly environment is exposed, providing an intellectually stimulating examination of fostering outstanding abilities in the highly competitive realm of modern education.
NODET’s unique environment results in the formation of a distinct subset known as the 'Ordinary Elites.' Although this collective is found in academic institutions across the globe, it manifests itself uniquely within NODET. This research illuminates the intricate nature of NODET's competitive culture, uncovering the significant ramifications it has on the identities of its students. The results emphasize the importance of developing a more nuanced comprehension of educational elitism and call for a reassessment of traditional approaches to nurturing exceptional abilities in the highly competitive educational environment of the twenty-first century.

Keywords

References

  • Danesh, S. (2017). Comparison of rural components of life skills in second year female students of Sampad and normal schools in Sabzevar city. Historical, Social and Political Research Journal, 2(15), 111-122. (In Persian)

    • Durkheim, E. (1376). Education and sociology. Translated by Ali Mohammad Kardan. Tehran: Agah. (In Persian)
    • Etamadifard, S. M. (2012). The state of public trust of university professors in the agents of the Islamic Republic of Iran. Social Studies and Research in Iran, 2(2), 225-246. https://doi.org/10.22059/jisr.2013.50427(In Persian)
    • Rezaei, M. and Tashvigh, F. (2012). Rereading cultural capital metrics. Social Studies and Research in Iran, 1(2), 9-35. https://doi.org/10.22059/jisr.2013.36575(In Persian)
    • Scheler, M. (2011). Kintozi Translated by Saleh Najafi. Tehran: Saless Publication. (In Persian)
    • Wilhelm, G. and Hegel, F. (2015). John's phenomenology. Translated by Baqer Parham. Tehran: Kendokav. (In Persian)
    • Adams, J. D., Gupta, P., & Cotumaccio, A. (2014). Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence. Afterschool Matters.
    • Anagnostopoulos, D. (2006). “Real Students”and “True Demotes”: Ending Social Promotion and the Moral Ordering of Urban High Schools. American Educational Research Journal, 43(1), 5–42. https://doi.org/10.3102/00028312043001005
    • Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564–582. https://doi.org/10.1002/tea.20353
    • Barnes, J. (2014). Interdisciplinary, Praxis-focused Auto-ethnography: Using Autobiography and the Values Discussion to Build Capacity in Teachers. Advances in Social Sciences Research Journal, 1(5), 160–182. https://doi.org/10.14738/assrj.15.466
    • Bartlett, L. (2007). Bilingual literacies, social identification, and educational trajectories. Linguistics and Education, 18(3), 215–231. https://doi.org/10.1016/j.linged.2007.07.005
    • Bourdieu, P., Passeron, J.-C., Bourdieu, P., & Bourdieu, P. (2000). Reproduction in education, society and culture (2nd). Sage Publ.
    • Bruin, M., & Ohna, S. E. (2013). Alternative courses in upper secondary vocational education and training: Students’ narratives on hopes and failures. International Journal of Inclusive Education, 17(10), 1089–1105. https://doi.org/10.1080/13603116.2012.735259
    • Cookson, P. W., & Persell, C. H. (1985). English and American Residential Secondary Schools: A Comparative Study of the Reproduction of Social Elites. Comparative Education Review, 29(3), 283–298.
    • Hardee, S. C., & Reyelt, A. (2009). Women’s Well-Being Initiative: Creating, Practicing, and Sharing a Border Pedagogy for Youth. Penn GSE Perspectives on Urban Education, 6(2), 29–40.
    • Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2013). The Single Sex Debate for Girls in Science: A Comparison Between Two Informal Science Programs on Middle School Students’ STEM Identity Formation. Research in Science Education, 43(5), 1979–2007. https://doi.org/10.1007/s11165-012-9345-9347.
    • Jonsson, A.-C., & Beach, D. (2013). A Problem of Democracy – Stereotypical notions of intelligence and identity in college preparatory academic programmes in the Swedish upper secondary school. Nordic Studies in Education, 33(1), 50–62. https://doi.org/10.18261/ISSN1891-5949-2013-01-07
    • Khan, S. R. (2014). The ease of mobility. In T. Birtchnell & J. Caletrío (Eds.), Elite Mobilities. Routledge.
    • Klaczynski, P. A., & Reese, H. W. (1991). Educational trajectory and ?action orientation?: Grade and track differences. Journal of Youth and Adolescence, 20(4), 441–462. https://doi.org/10.1007/BF01537185
    • Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296–316. https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
    • Marcouyeux, A., & Fleury-Bahi, G. (2011). Place-Identity in a School Setting: Effects of the Place Image. Environment and Behavior, 43(3), 344–362. https://doi.org/10.1177/0013916509352964
    • Maxwell, C., Deppe, U., Krüger, H.-H., & Helsper, W. (Eds.). (2018). Elite Education and Internationalisation: From the Early Years to Higher Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-59966-3
    • O’Hara, S. (2018). Autoethnography: The Science of Writing Your Lived Experience. HERD: Health Environments Research & Design Journal, 11(4), 14–17. https://doi.org/10.1177/1937586718801425
    • Omoregie, J., & Carson, J. (2022). Reductive mechanisms for unwanted intrusive thoughts: Exploring affectivity in clinical and non-clinical samples. Mental Health and Social Inclusion, 27(1), 51–65. https://doi.org/10.1108/MHSI-06-2022-0040
    • Polman, J. L., & Hope, J. M. G. (2014). Science news stories as boundary objects affecting engagement with science. Journal of Research in Science Teaching, 51(3), 315–341. https://doi.org/10.1002/tea.21144
    • Simmel, G. (1971). On individuality and social forms (D. N. Levine, Ed.). The University of Chicago Press, London.
    • Sinai, M., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: A design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37, 195–205. https://doi.org/10.1016/j.cedpsych.2012.01.006
    • Smith, K. (2008). Becoming an ‘honours student’: The interplay of literacies and identities in a high‐track class. Journal of Curriculum Studies, 40(4), 481–507. https://doi.org/10.1080/00220270701798996
    • Stapleton, S. R. (2015). Environmental identity development through social interactions, action, and recognition. The Journal of Environmental Education, 46(2), 94–113. https://doi.org/10.1080/00958964.2014.1000813
    • Thompson, J. (2014). Engaging girls’ sociohistorical identities in science. Journal of the Learning Sciences, 23(3), 392–446. https://doi.org/10.1080/10508406.2014.888351
    • Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019). The Role of School in Adolescents’ Identity Development. A Literature Review. Educational Psychology Review, 31(1), 35–63. https://doi.org/10.1007/s10648-018-9457-3

Files

Share

How to cite

Statistics