1.1 Class external factors Flashcards
Hubbs-Tait et al - language
Hubbs-Tait et al found that where parents use language that challenges their children to evaluate their own understanding or abilities (e.g what do you think? Are you ready for the next step?), cognitive performance improves.
Bereiter and Engelmann - wc language
Bereiter and Engelmann claim that the language used in wc homes is deficient. They describe wc families as communicating by gestures,single words and disjointed phrases.
As a result the children fail to develop necessary language skills. They grow up incapable of abstract thinking so unable to take advantage of the opportunities the school offers.
Bernstein - language
Bernstein identified two types of speech codes between wc and mc:
Elaborated code
Restricted code
Douglas - parents education
Douglas found that wc parents placed less value on education as a result they were less ambitious , gave them less encouragement and took less interest in their education.
They visited schools less often for parents evening and less likely to discuss their children’s progress with teachers. So their children had lower levels of motivation and achievement
Barry Sugarman - subculture
Barry Sugarman wc subculture values:
Fatalism - belief that there is nothing you can do to change your status whereas mc says you can change your position through your own efforts
Collectivism - valuing being part of a group more than succeeding as an individual. In contrast to mc views which say you should not be held back by group loyalties
Immediate gratification - seeking pleasure now rather than making sacrifices in order to get rewards in the future. Mc view emphasis deferred gratification - making sacrifices now and getting greater rewards later
Present-time orientation - seeing the present as more important than the future and so not having long term goals whilst mc culture has a future time orientation that sees planning for the future as important
Sugarman
Sugarman argues that these values stem from the fact that mc jobs are secure careers offering prospects for continuous individual advancement. This encourages ambition, long term planning and willingness to invest time and effort gaining qualification.
By contrast wc jobs are less secure and have no career structure through which individuals can advance. There are few promotion opportunities and earning peak at an early age.
Nell keddie - evaluation of cultural deprivation
Nell keddie describes cultural deprivation as a myth and sees it as a victim blaming explanation.
Wc children fail because they are out at a disadvantage by an education system that is dominated by middle class values.
Keddie argues that rather than seeing wc culture as deficient schools should recognise and build on its strengths and should challenge teachers anti-working-class prejudices.
Troyna and williams - evaluation
Troyna and williams argue the problem is not the child’s language but the schools attitude towards it. Teachers have a speech hierarchy with mc speech at the top then followed by wc speech and black speech.
Marilyn Howard - material deprivation
Marilyn Howard notes that young people from poorer homes have lower intakes of energy, vitamins and minerals. Poor nutrition affects health e.g by weakening the immune system and lowering energy levels. This may result is more absences from school and difficulty concentrating.
Ridge
Ridge found that children from low income background often take on jobs such as babysitting , paper rounds and cleaning which may have a negative impact on schoolwork.
Callender and Jacksons -debt
Callender and Jacksons found wc are more debt averse - saw debt negatively and to be avoided - saw more cost than benefit of going to university.
Bourdieu -types of capital
Cultural capital - knowledge, attitudes, values, tastes and abilities of middle class e.g knowledge of museum and taste for fine art or classical music. Gives mc and advantage where such abilities and interests are highly valid and rewarded with qualifications.
Economic capital - wealth
e.g ‘selection of mortgage’ where prices of houses are higher near successful schools.
Leech sand Campos’ study found mc are more likely to be able to afford a house in catchment areas of school that are highly placed in exam league table.
Educational capital - qualifications
