论文代写：澳大利亚社会分层的影响
澳大利亚是一个拥抱全球化概念的资本主义社会。这创造了一个以价值为基础的社会。假设所有人都有平等机会维持目前的动态。这些导致创建学校系统，为学生提供入学和获取知识的途径。这一直归因于中产阶级的支持（Rigney，2006）。据观察，澳大利亚的社会分层与其发达的同行相比更为突出。来自特权背景的学生倾向于上私立学校，而来自低收入背景的孩子进入政府高中（Villegas et al。，2008）。数据经过了经济合作与发展组织（OECD）等组织的整理，表明低收入群体的学生上了基础设施和资源较少的学校（Inglis，2009年）。
论文代写：澳大利亚社会分层的影响
这些导致学校获得较低的分数（Welch＆Freebody，2005）。这些不平等来自资金，资源，缺乏教师和强大的学习环境。这些都是建立在从中高中获得的资源上（Nguyen＆Cairney，2013）。一些学校提供文学，数学和科学的高级课程。一些资源较少的学校无法为学生提供相同水平的教育。这些导致学生的知识发展滞后（Altman＆Hinkson，2010）。贫困的影响以及学校缺乏资源或资金来解决人们的需求增加了这种问题的范式。
论文代写：澳大利亚社会分层的影响
Australia is a capitalist society that embraces the notions of globalization. This creates a merit-based society. It is assumed that all the people are given equal opportunities to sustain in the current dynamics. These have led to the creation of school systems that provide access to the students to enrol and gain knowledge. This has been attributed to the sustenance of the middle class (Rigney, 2006). It has been observed that the social stratification is more prominent in Australia when compared to their developed peer. The students from privileged backgrounds tend to attend private schools and the kids from the low-income background go into the government high schools (Villegas et al., 2008). Data has been collated from organizations such as Organisation for Economic Cooperation and Development (OECD) which indicate that the students in the lower income group attend schools with less infrastructure and resources (Inglis, 2009).
论文代写：澳大利亚社会分层的影响
These cause the schools to gain lower scores (Welch & Freebody, 2005). The inequalities arise from the issues of funding, resourcing, lack of teachers and strong learning environments. These are the aspects founded on the resources that are obtained from the low and high schools (Nguyen & Cairney, 2013). Some schools offer advanced curriculum in literature, mathematics and sciences. Some schools with lesser resources cannot offer the students the same level of education. These cause the students to develop lagging in the knowledge (Altman & Hinkson, 2010). The impact of poverty and the lack of resources or funds by the schools to address the needs of the people add to this paradigm of issues.
