1.1 Education - Social Class Differences In Achievement (External)

Question 1

PEEALE PARAGRAPH PLAN:
cultural deprivation - language

Answer 1

P: cultural deprivation - language, external factor
E: by the age of 3, WC are a year behind MC. BERNSTEIN (1975)
E: speech codes, restricted/elaborated
A: impacts: fail to develop necessary language skills, unable to think abstractly. MC advantaged as this is used in schools, impacts achievement.
L: class differences
E: Bernstein blames the school, not home so it’s an internal issue. Other factors

Question 2

PEEALE PARAGRAPH PLAN:
cultural deprivation - parents education

Answer 2

P: cultural deprivation - parents education, external factor
E: DOUGLAS
E: WC parents places less value on education. Less ambitious, less interest and encouragement, visited school less, didn’t discuss progress.
A: Less encouragement, no at home discipline WC children going to underachieve.
E2: FEINSTEIN
E2: MC parents better educated, positive attitude towards education. Consistent discipline, higher income, engage in education.
A2: MC achieve better due to this.
L: class differences
E: BLACKSTONE and MORTIMORE- WC parents do care, attend less parents evening due to working long hours, put off by MC atmosphere, lack knowledge to help etc.

Question 3

PEEALE PARAGRAPH PLAN: cultural deprivation - subcultures

Answer 3

P: cultural deprivation- subcultures
E: SUGARMAN socialisation
E: WC have 4 key beliefs that act as barriers to educational success; fatalism, collectivism, immediate gratification, present-time orientation
A: underachievement of WC, MC have opposite so they achieve.
L: class differences
E: KEDDIE-myth of CD, CD victim blames, it’s schools fault- culturally different, not deprived.

Question 4

Compensatory Education- summary

Answer 4

Aim to tackle CD by providing extra resources.
Operation Head Start by US - introduced in 1960s aimed at deprived pre-school children to develop skills and motivation.
Sesame Street - educational TV programme.
Education Action Zones
Sure Start - New Labour (2010) centres, support, care. Have cuts in funding in recent years.

Question 5

PEEALE PARAGRAPH PLAN: material deprivation - housing

Answer 5

P: material deprivation - housing, external
E: Poor housing can have a direct and indirect effect on achievement.
E: Direct - overcrowding: cant study, disturbed sleep, less focus.
impaired development: no room for play/exploration.
temporary accommodation: disruption, change of schools.
Indirect - crowded: more accidents.
cold/damp: illnesses
temporary housing: stress/accidents
A: absence from school, underachievement
L: classs differences
E: CD more important, some children do achieve.

Question 6

PEEALE PARAGRAPH PLAN: material deprivation - diet and health

Answer 6

P: material deprivation - diet and health, external factor
E: HOWARD
E: young people, WC lower intakes of energy, vitamins and minerals
A: weaker immune systems, absence from school whereas MC dont have this issue, WC underachieve. WC also more likely to have emotional and behavioural issues.
L: class differences
E: Policies such as the free school meals have been introduced, tackles lack of nutrition.

Question 7

PEEALE PARAGRAPH PLAN: material deprivation - cost of education

Answer 7

P: material deprivation - cost of education
E: TANNER
E: cost of transport, books, computers, calculators and sports, music and art equipment, ‘hand me downs’
A: place a heavy burden on poor families, bullying. FLAHERTY fear of stigmatisation, underachievements.
L: class differences
E: Pupil Premium policy for disadvantaged pupils, not all WC underachieve.

Question 8

PEEALE PARAGRAPH PLAN: material deprivation - fear of debt

Answer 8

P: material deprivation - fear of debt
E: CALLENDAR AND JACKSON
E: WC students more debt averse, more costs than benefits. 5x less likely to apply, only 30% of Uni students are WC. More likely to go to local than high status.
A: Underachievement due to lack of economic capital, less opportunities, MC achieve.
L: class differences
E: Reay et al - underachievement not solely due to MD but also CD plays a part.

Question 9

PEEALE PARAGRAPH PLAN: cultural capital

Answer 9

P: cultural capital
E: BOURDIEU - both material and cultural deprivation contribute to achievement (capital)
E: MC habitus gives an advantage to MC as it is used and valued in education, WC seen as inferior, lack this. BERNSTEIN- through socialisation.
A: MC achieve they have skills more suited to school, WC underachieve.
L: class differences
E: SULLIVAN’s study - questionnaire, found pupils cultural capital, pupils of different social classes with the same capital, MC still did better, so CC only accounted for a part of achievement.

Question 10

PEEALE PARAGRAPH PLAN: educational capital

Answer 10

P: educational capital
E: BOURDIEU MC have more educational capital, parents= higher qualifications/knowledge. eg. can secure places in top schools.
E: advantages to MC, lack of this for WC, MC more likely to succeed.
WC 5x less likely to go to uni, less opportunities, parents education.
A: MC achieve and get higher qualification sin the future, which can lead to more economic/cultural capital also, WC underachieve.
L: class differences
E: SULLIVAN’s study - questionnaire, found pupils cultural capital, educational capital cant be the reason alone, other fators have to contribute.

Question 11

PEEALE PARAGRAPH PLAN: economic capital

Answer 11

P: economic capital
E: BOURDIEU, LEECH AND CAMPOS - MC families can afford homes in the catchment area of top schools, more opportunities.
E: Better teaching, smaller classes, better facilities. WC live in areas with unfunded schools, less opportunities.
A: WC are outperformed by MC.
L: class differences
E: BOURDIEU economic capital isnt just the only reason, cultural capital plays a crucial role.