1. Class Differences In Achievement (external) Flashcards
Child’s home background and achievement
- Class subcultures influence educational achievement
- Social class differences are still around to this day
- Main division is between working class and middle class
Working class
Manual workers such as trades, lorry drivers, cleaners etc. This is the lowest class and are usually poorer due to lower paying jobs
Middle class
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.
Explanation of social class differences
- 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.
CULTURAL DEPRIVATION
- 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
- Language (Use in exam)
-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
Feinstein (2008)
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
Bereiter and Engelmann (1964)
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
Speech codes
- 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
Restricted speech code
Short, grammatically simple, unfinished sentences. Limited use of adjectives and adverbs. Meaning conveyed by gestures.
Elaborated speech
Provides explanations omitted by restricted codes. Explains meaning through words as well as gestures. Universal meanings and publicly available to all, e.g. dictionary
Speech codes in education
- 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
- Parents education
- 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
Parenting style
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
Parent’s educational behaviours
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.
Use of income
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.
Class, income and parental education
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.
- Working class subculture
- 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
Sugarman (1970)- ‘working class subcultures have 4 key factors that act as a barrier’
- 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
- 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
- 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.
- Present time orientation- see the present as more important than the future so don’t make long term goals
Examples of working class subcultures
- 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.
Myth of cultural deprivation important
-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’
MATERIAL DEPRIVATION
- 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
- Housing (Use in exam)
- 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
- Diet and Health
- 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
