1.2

Question 1

Cultural deprivation

Answer 1

Deficiency in norms, values and beliefs that are regarded as important- transmitted through socialisation

-W/C culture isn’t ideal for success so they fail

Question 2

Bernstein’s Speech Codes

Answer 2

Lack of intellectual stimulation leads to the coding of language use:

• Restricted: descriptive, limited vocabulary, simple sentences, gestures etc (W/C)
• Elaborated: analytical, wide vocab, complex, complex sentences

Question 3

Feinstein

Answer 3

Parental influence comes from their own education.

• M/C parents have more severe discipline and higher expectations
• They’re able to better communicate and can work w the system

Question 4

Material deprivation

Answer 4

Poverty or economic instability

Question 5

Social class

Answer 5

-Perry and Francis: social class remains the most important factor in determining outcome. One way of measuring social economic differences in ed is using free school meals at KS2 as indicator of low income. No of free school kids at KS2 expected to reach targeted levels is avg 50%

• Poorer children more likely to attend lowest performing schools
• Also more likely to have special educational needs

Question 6

Examples of material deprivation

Answer 6

• Poor diet
• Poor housing
• School uniform old/ incomplete
• Lack of resources, e.g. computer/ internet

Question 7

How does poor diet affect outcomes?

Answer 7

Leads to poor health, resulting in time off school. Also the wrong kinds of foods can led to behavioural issues, e.g. too much sugar leading to a lack of focus and hyperactivity.

Question 8

How does poor housing effect outcome?

Answer 8

May lead to damp or unhealthy living conditions, resulting in illness and so time off school.

Alternatively, overcrowding may lead to little space that is suitable for doing homework

Question 9

How does uniform affect outcome?

Answer 9

May lead to bullying by other students.

This may further contribute to negative assumptions or labelling by teachers possibility even truancy as a result.

Question 10

How does a lack of resources affect outcome?

Answer 10

May make it hard for students to complete work outside of school and also make it difficult for parents to help children do their homework.

Teachers may assume that all students have access to a computer and the internet when they may not. As a result, W/C may lack digital literacy which is a real disadvantage in education

Question 11

M/C advantage of speech codes

Answer 11

• Students will feel more comfortable w school environment

- Teacher’s may judge intelligence based on language

Question 12

Culture clash (cultural deprivation)

Answer 12

Culture clash between home & school so W/C see school as unfamiliar and very different from home, so less comfortable in education while M/C find it familiar

Question 13

Douglas (1964) Lack of parental support

Answer 13

Including help w homework, parents attending parent’s evening and supporting their children w work more generally

Question 14

Sugarman (1970) 4 features of W/C culture

Answer 14

Collectivism: being w friends is more important than working on school work alone

Present time-orientation: focusing on the immediate rather than working hard for long-term gain

Fatalism: idea that there is no point trying hard since it wont get you anywhere anyway

Immediate gratification: idea that you want to enjoy yourself in the present and not defer fun for the sake of long-term gain

Question 15

Bordieu (1977) Cultural Capital

Answer 15

M/C have advantage of cultural capital which gives them advantage in education, which is a M/C institution.

-E.g. introduced to playwrights such as Shakespeare, students are more aware of what texts mean and so achieve better on related schoolwork

Question 16

Labelling

Answer 16

• Attaching meaning to a behaviour, either positively or negatively
• E.g. the way teacher’s judge students’ ability on the basis of their appearance and behaviour

Question 17

Self-fulling prophecy

Answer 17

Refers to the way people internalise labels that have been attached to them so that they are perceived to be by others becomes true

Question 18

Becker (1971) Self-fulfilling prophecy

Answer 18

• Argues that labelling is a powerful process in education
• W/C students are assumed to be less bright and well behaved as a result
• M/C labelled positively as ideal students

-Students then absorb their label, internalising it & it becomes a major part of how they see themselves (self-fullfiling prophecy)

Question 19

Subcultures (Lacey)

Answer 19

Describes how teachers label as either able or not able and in response, students form either pro- or anti-school subcultures

• Pro-school subculture generally M/C and successful in school
• Anti-school subculture is W/C., encourages lower value of education/ hard work thus do less well
• W/C students who feel little chance of success in education seek status in other ways such as being disruptive

Question 20

Middle-class curriculum

Answer 20

White (2005)- curriculum is based around M/C knowledge, placing W/C at disadvantage in education as it feels unfamiliar to them
-E.g. most authors studied in English are M/C so are more likely to identify w the language, ideas and views expressed

-Also, curriculum rewards studntes who bring w them a wide range of knowledge which is largely considered to be M/C such as about classical music, art and theatre. This places W/C at distinct disadvantage

Question 21

Speech codes- Analysis

Answer 21

W/C disadvantaged as speech is restricted by being short, grammatically incorrect WHEREAS m/c use more complex, analytical language

-When starting school, m/c more fluent in this language leading to greater success

Question 22

Speech codes- Eval

Answer 22

• Blames parents for not speaking elaborate code w children
• Blames teachers for not teaching w/c how to use elaborate code effectively
• Schools have speech hierarchy, label m/c as highest so issue is teachers not pupils

Question 23

Parental attitudes- Analysis

Answer 23

M/c value education so invest in educational trips to museums, resources WHEREAS w/c don’t have cultural capital and so choose to invest in less stimulating things such TV

-Also Oftsed and league tables

Question 24

Parental attitudes- Eval

Answer 24

• Assumes w/c don’t value children’s achievement when they do but can’s dedicate as much as m/c
• attend fewer parents evening’s NOT bc they’re disinterested bu bc they work longer hours and so aren’t available as readily
• Education of parents is more important than class (Feinstein) better educated children have more successful parents
• Explains why not all parents from w/c background have children who achieve low and parents from m/c can have children who don’t achieve high

Question 25

Subculture- Analysis

Answer 25

Instead of w/c values, m/c have values of:

• Beleif in individual effort
• Individualism
• Deferred gratification
• Future time orientation

Question 26

Subculture- Eval

Answer 26

• Accused of ‘victim blaming’ - not their fault they’re deprived
• Keddie dismisses Sugarman, says w/c are culturally different, not deprived. Fault is of schools an curriculum not valuing w/c culture/ being inclusive

Question 27

Material deprivation- Analysis

Answer 27

m/c tend to have place to study, access to resourced such as computers/ internet= more h/w completed= advanced achievement (also labelled as more ideal)

Question 28

Material deprivation- Eval

Answer 28

• Whilst material factors do play a part, some poor succeed, suggesting material factors are only PART of the explanation
• E.g. cultural, religious or political values may factor in motivating a student, regardless of poverty

-Having said this, some e.g. Mortimer and Whitty argue material factors have the greatest affect on achievement