1. Class Differences In Achievement (external)

Question 1

Child’s home background and achievement

Answer 1

• Class subcultures influence educational achievement
• Social class differences are still around to this day
• Main division is between working class and middle class

Question 2

Working class

Answer 2

Manual workers such as trades, lorry drivers, cleaners etc. This is the lowest class and are usually poorer due to lower paying jobs

Question 3

Middle class

Answer 3

This is the ‘middle’ of the class system. It is higher than working class but lower than upper class. Occupations are typically: doctors, managers and ‘white-collar’ office workers and owners of businesses.

Question 4

Explanation of social class differences

Answer 4

• Social class has a great influence on chances of success
• It has been proven that middle class perform better than working class in education and therefore further life
• The gap between classes widens with age as children are more likely to interact with different classes in school however as they get older they may start going to middle class institutions and workplaces where they only interact with middle class people
• Wealthier parents may be able to afford private education which potentially provides better standard of education.

Question 5

CULTURAL DEPRIVATION

Answer 5

• Centre for longitudinal studies (2007) by the age of 3 children from disadvantaged backgrounds are up to 1 year behind
• Working class families fail to socialise their children ‘adequately’- they are culturally deprived
• Working class families lack equipment required to do well- underachievement
• 3 reasons for cultural deprivation: Language, parents education, working class subculture

Question 6

1. Language (Use in exam)

Answer 6

-Hubbs Tait (2002) believed that parents use of challenging language improves cognitive performance. Less educated parents tend to use language that requires simple answers results in lower performance

Question 7

Feinstein (2008)

Answer 7

Educated parents are more likely to used challenging language and also give more praise to the children when they use challenging language which encourages them to use it in the future

Question 8

Bereiter and Engelmann (1964)

Answer 8

They believed language used in lower class homes is deficient and results in children failing to develop necessary language skills in order to succeed in the future e.g. job interviews, school interviews, asking questions at school

Question 9

Speech codes

Answer 9

• Bernstein (1975) believed that speech is an important form of communication in education. -He conducted research exploring the relationship between speech patterns and class.
• He distinguished between two types of speech, restricted and elaborated.
• Working class only use restricted code whereas middle class use both

Question 10

Restricted speech code

Answer 10

Short, grammatically simple, unfinished sentences. Limited use of adjectives and adverbs. Meaning conveyed by gestures.

Question 11

Elaborated speech

Answer 11

Provides explanations omitted by restricted codes. Explains meaning through words as well as gestures. Universal meanings and publicly available to all, e.g. dictionary

Question 12

Speech codes in education

Answer 12

• Gives an advantage to middle class students as elaborated code is seen as the ‘correct way’ to speak and is used by teachers, textbooks and exams
• If children are socialised to speak with elaborated code then they are fluent by the time they go to school meaning they are more likely to succeed
• Could lead to working class feeling excluded (as they aren’t using the same code as everyone else) leading to discomfort at school making them less motivated= less successful
• Schools fail to teach elaborated code as it is a ‘middle class’ institution

Question 13

2. Parents education

Answer 13

• Parents attitude towards education affects achievement
• Douglas (1964) believed working class parents placed less value on education
• Less ambitious for their children and gave less encouragement and showed less interest
• Visit schools less so won’t discuss their child’s progress
• Feinstein (2008) believed parents own education is the most important factor affecting achievement

Question 14

Parenting style

Answer 14

Educated parents= consistent discipline and high expectations. Supports achievement by active learning and exploration.
Less educated parents= harsh or inconsistent discipline. Emphasises ‘doing as you’re told’ and ‘behaving yourself’. Prevents independence and self-control, leads to poorer motivation at school and problems interacting with teachers

Question 15

Parent’s educational behaviours

Answer 15

Educated parents= more aware of what is needed to assist education al progress. Better able to get expert advice on child rearing. More successful in establishing good relationships with teachers. Recognise educational value of museums and library visits.

Question 16

Use of income

Answer 16

Educated parents tend to have higher incomes. Spend it on promotion of educational success.
Bernstein and Young (1967)- middle class mothers more likely to buy educational toys, books and activities. Better understanding of nutrition and it’s importance, higher income to buy more nutritious food.

Question 17

Class, income and parental education

Answer 17

Better educated parents tend to have children who are more successful at school. Feinstein notes parental education has an influence in it’s own right regardless of class or income.

Question 18

3. Working class subculture

Answer 18

• Lack of interest in child’s education is reflective of the subcultural values of the working class
• Large parts of the working class have different goals, beliefs and attitudes to the rest of society
• This could be a reason why they fail at school

Question 19

Sugarman (1970)- ‘working class subcultures have 4 key factors that act as a barrier’

Answer 19

1. Fatalism- a belief in fate, there is nothing you can do to change your status. Contrast to middle class who emphasise you can change your position through self effort
2. Collectivism- they value being part of a group more than succeeding as an individual. Middle class believe individuals should not be held back by group loyalty
3. Immediate gratification- seeking pleasure now rather than making sacrifices to get rewarded in the future. E.g, leave school to enter paid work rather than going to university.
4. Present time orientation- see the present as more important than the future so don’t make long term goals

Question 20

Examples of working class subcultures

Answer 20

• Working class children internalise subcultural values through socialisation
• Middle class jobs are secure careers - encourages ambition and long term planning, willingness to invest time and effort in gaining qualifications.
• Working class jobs less secure and no career structure, few promotion opportunities and earning peak early.

Question 21

Myth of cultural deprivation important

Answer 21

-Keddie (1973)- victim blaming explanation, dismisses the fact that not succeeding at school can be blamed on the person themselves rather than cultural deprivation
-Working class children are culturally different not deprived
-Schools should teach children and challenge teachers anti working class subcultures- not down to class but the failure of schools to adapt to a new culture
-Troyna & Williams (1986) - problem is not the child’s language but the school’s
attitude towards it. Teacher’s have a ‘speech hierarchy’

Question 22

MATERIAL DEPRIVATION

Answer 22

• Poverty and a lack of material necessities such as housing and adequate income
• Barely a 1/3 of pupils eligible for free school meals achieve a 5 or more pass grades at GCSE
• Nearly 90% of failing schools are located in deprived areas
• Working class families more likely to have poor housing and are located in these areas

Question 23

1. Housing (Use in exam)

Answer 23

• Overcrowding (due to less space in house)
• Lack of space for play and exploration
• Frequent moving no permanent accommodation which affects attendance and friendships
• Lack of sleep (weaker immune system)
• Impacts on health (not clean which could cause problems)
• More ill health leads to days of school and less productive days in school

Question 24

2. Diet and Health

Answer 24

• Howard (2001)- young people from poorer homes = low intakes of energy, vitamins and minerals
• Poor nutrition affects health leading to days off school and poor concentration
• Emotional or behavioural issues. Wilkinson (1996) lower the social class the higher the rate of hyperactivity or anxiety disorders

Question 25

3. Financial support and costs of education (Use in exam)

Answer 25

• Lack of financial support= lack of equipment and missing out on opportunities that could benefit their education
• Bull (1990)- says how ‘free education’ definitely isn’t free
• Isolation, stigma and bullying
• Smith and Noble (1995) poverty acts as a barrier, inability to pay for private education or tuition

Question 26

4. Fear of debt

Answer 26

• University tuition fees
• Working class students less likely to receive financial support from family
• Restrictions on choice of university (can’t afford accommodation)

Question 27

Evaluation of material deprivation

Answer 27

• The theory is deterministic, lots of students from poor backgrounds do achieve
• Poor Chinese students do just as well as rich ones
• Difficult to isolate material deprivation from cultural deprivation

Question 28

CULTURAL CAPITAL

Answer 28

-3 types according to Bourdieu, economic, educational and social
-Refers to knowlege, attitudes, values, language and abilities of middle class
-It gives advantage to those who possess it
-Middle class more likely to develop intellectual interests and understand what education system requires for success
-These interest and abilities highly valued and rewarded with qualifications
-Education system favours and transmits dominant middle class values
-Devalues WC culture as being rough or inferior

Question 29

Educational and economic capital

Answer 29

-Middle class children with cultural capital are better equipped to meet demands of school curriculum and therefore gain qualifications
-Wealthier parents can convert their economic capital into educational capital
-E.g. wealthier parents more likely to be able to afford house in catchment area of food schools