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Sociology - Education > 3. The impact of Social Class on Educational Achievement > Flashcards

3. The impact of Social Class on Educational Achievement Flashcards

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Sociology 101 flashcards
1
Q

What are disadvantaged pupils identified as?

A

-Those eligible for free school meals
-Looked after children
-Children with parents in the armed forces

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2
Q

What factors have been proven to have a negative impact on progress of disadvantaged pupils?

A

-Low family income
-Little or no family support
-Lots of school moves

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3
Q

Define life chances (Weber)

A

How people differ in their opportunities to do well and live a long healthy, successful life

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4
Q

What did Max Weber observe about social class?

A

The higher someones social class at birth, the more likely that they will achieve well and vice versa

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5
Q

External Factors

A

-Material deprivation
-Cultural deprivation
-Vs economic and cultural capital
-Linguistic deprivation

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6
Q

Internal factors

A

-Teacher labelling
-Setting and streaming
-Pupil subcultures
-School ethos

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7
Q

Material Deprivation: Home
What factor plays an intrinsic role in educational failure for many reasons?

A

Poverty

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8
Q

Material Deprivation: Home
What do poorer children generally have?

A

Poorer children generally have worse cognition, behaviour and health all of which affect their ability to learn

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9
Q

Material Deprivation: Home
What does a poor diet and damp conditions cause?

A

Tiredness, hunger, concentration difficulties and ill-health which leads to school abbesses and lost education

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10
Q

Material Deprivation: Home
What difficulties come with crowded housing?

A

Difficult to find space to study or have any quiet to concentrate or sleep well

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11
Q

Material Deprivation: Home
What does low income lead to?

A

Low income means less money for book, educational toys, internet etc

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12
Q

Material Deprivation: Home
What are poorer children more likely to be?

A

Young cares for a parent or younger sibling

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13
Q

Material Deprivation: Home
What might poorer teens have to do?

A

Poorer teens might have to work alongside their studies, causing tiredness, stress and loss time for homework and revision

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14
Q

Material Deprivation: Home
What else does being a poor teen impact?

A

Mental health, such as anxiety and depression

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15
Q

Material deprivation: ‘free’ education
What are poorer families less likely to do?

A

-Send their children to preschool/ nursery
-Less likely to buy books, games and educational toys

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16
Q

Material Deprivation: ‘free education’
Name some hidden costs of education

A

-Uniform
-Shoes/Trainers
-PE kits
-School meals
-Travel
-Text books

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17
Q

Material deprivation: Catchment area
What do schools in poorer catchment areas rely on?

A

Schools rely on parent contribution, often generated through the Parent Teacher Association (PTA) - parents in poorer areas less likely to be able to raise funds for school resources

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18
Q

Material deprivation: Catchment area
What is there more of in deprived catchment areas?

A

Far more social problems e.g high unemployment, juvenile delinquency, addictions, crime which leads to discipline problems in school = difficulty learning and high teacher turnover

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19
Q

Material deprivation: Catchment area
What is the view of areas with high concentration of FSM pupils?

A

Lower aspirations and expectations in the school

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20
Q

Vs economic capital and middle class advantage:
Children from better off backgrounds are more likely to…

A

-Eat nutritious food
-Live in warm, comfortable homes
-Have their own bedroom
-Go on school trips
-Have tutors for subjects there struggling in

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21
Q

Cultural deprivation: parents’ attitudes to education
Middle class parents attitudes to education:

A

-Value education
-Read to children, teach letter, numbers, colors
-Have high expectations
-Help with homework
-Invest in educational toys
-Encourage children to join clubs and libraries.

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22
Q

Cultural deprivation: parents’ attitudes to education
Lower working class parent attitudes to learning

A

-Lack of educational play
-Lack of books at home
-Don’t recognise importance of trips
-Think teaching is a job at school not home
-Avoid parents evenings
-Less interest in subject choices

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23
Q

Cultural deprivation: parents’ attitudes to eduction
Criticisms of parent attitudes towards toward eduction regarding social class?

A

-Too deterministic, wide range of differences between families (work hours prohibit involvement)
-Teachers attitudes may be off putting
-Research measures perceptions of interest not actual interest
-Exaggerated assuming you can split family interest by class

24
Q

Cultural deprivation: parents’ attitudes to eduction
What does Reay argue?

A

Reay argues this blames educational underachievement on parents without considering structural and school inadequacies

25
Q

Cultural deprivation: Parents’ ability to help
What is an advantage of being a middle class parent?

A

-Middle-class parents have a distinct advantage when it comes to children’s education - they are educated themselves, are familiar with the school system and talk to teachers more confidently
-Know more about subject options, exams
-Know significance of buying books, games, toys for progress

26
Q

Cultural deprivation: Parents’ ability to help
What is the outcome of Working class parents not having ability to help?

A

Children do not have equal skills to negotiate a predominately middle class education system

27
Q

Linguistic deprivation: language skills
What did Bernstein suggest about speech patterns?

A

Bernstein suggested that class differences in education are related to speech patterns: restricted code and elaborated code.

28
Q

Linguistic deprivation: language skills
Why are speech and language skills important?

A

Speech and language skills are important methods of communication and learning, that it inevitably follows that linguistic ability influences educational understanding and achievement

29
Q

Linguistic deprivation: language skills
What are language skills needed for?

A

-Listening: understanding instruction, taught content and what people mean
-Participating: answering questions, joining discussions, playing active roles, understanding
-Working: reading and understanding instructions, reading and understanding books, writing answers

30
Q

Linguistic deprivation: language skills facts

A

-The vocabulary of average MC cild is higher at age of 4 than vocabulary of WC parent
-By the age of 3 there is a 4-million word gap between the wealthiest and poorest families

31
Q

Define positive discrimination

A

Schools in disadvantaged areas are given extra-favorable treatment eg better paid teachers, more TA’s, money for resources. Pupil premium and excellence in cities programs.

32
Q

Criticisms of material, cultural and linguistic explanations:
Criticisms of Material

A

-blame the victim approach, ignoring social structure
-too deterministic - many FSM do very well e.g Chinese
-tends to exaggerate the differences between social classes whilst ignoring the similarities

33
Q

Describe ‘nike’ identities

A

WC investing heavily in styles, policed by peer groups, failure= social suicide. Right style = safety from bullying and approval from peers

34
Q

Cultural deprivation: Who argues the working class have different culture to middle class?

A

Sugarman

35
Q

Cultural deprivation: What did Sugarman identify as the four elements that put a barrier in educational achievement between MC and WC?

A
  1. Fatalism
  2. Collectivism
  3. Immediate gratification
  4. Present time orientation
36
Q

Cultural deprivation: What did Douglas claim about working class parents?

A

WC parents are less interested in their childs education. Consequently their children are poorly motivated and less ambitious. He measured parental interest by amount of stimulus in primary socialization, frequency of school visits, encouraging children to stay in school.

37
Q

Language deprivation: What is the elaborated speech code?

A

Associated with middle class speech, meaning they can confidently use language that is abstract and complex. Language level is similar to that used by teachers and found in textbooks and exams.

38
Q

Language deprivation: What is the restricted speech code?

A

Associated with working class, simplistic and interior that fails to fully convey meaning. They consequently fail to understand teachers or textbook explanations as quick as middle class students.

39
Q

Cultural deprivation: What does Sugarman say the working class culture is?

A

Generally sees the world as an insecure place, children encouraged to seek only short term goals and immediate pleasure. They are therefore more likely to enter paid work than go inter higher education.

40
Q

Cultural deprivation: What does Sugarman say middle class culture is?

A

Stress being aspirational, value long-term planning, and the willingness to sacrifice immediate pleasure for higher future rewards.

41
Q

Criticisms of cultural deprivation

A

-Stereotypes working class parents as inadequate
-Implies MC culture is superior
-WC parents less likely to visit schools as they have longer working hours
-Neglects impact of poverty.

42
Q

Cultural deprivation: What does Bourdieu say MC parents encourage?

A

-Visits to museums and galleries
-Interest in books
-Importance of education

43
Q

Cultural deprivation: What deficit WC children experience?

A

Cultural deficit - they lack cultural capital. Schools reflect middle class culture, teaching, learning and ethos values middle-class tastes and behaviors advantaging middle class children.

44
Q

Cultural deprivation: What is symbolic violence?

A

The dismissal of working class culture as having less value than middle class contributing to their underachievement.

45
Q

Material Deprivation: What are poorer parents not able to afford?

A

Cant afford to replace clothing, uniform which can lead to bullying and lack of self esteem which results in pupils avoiding going to school.

46
Q

Material deprivation: Why do some students avoid taking subjects like art and photography?

A

Because of the high costs involved, don’t enjoy subjects so don’t go into further education. High costs of uni are also off putting for low income families.

47
Q

Teacher labelling

A

-Teachers attach a label to pupils that usually has little do with their there ability.
-They form an opinion of a student based on how well they fit into the ‘ideal pupil’
-Leading to a self-fulfilling prophecy where student takes in label and acts accordingly.

48
Q

Impact of teacher labelling

A

-Creates a self-fulfilling prophecy
-if positively labelled pupil goes onto performing and achieving well
-if negative label students reject teacher and school values gaining status through other means usually anti-school subcultures
-Labels can have detrimental effects on pupils educational achievement.

49
Q

Setting and Streaming: What is educational triage?

A

Focusing on grade 3/4 students to make sure they pass their GCSE’s and ignoring those who wont pass or will succeed.

50
Q

Setting and Streaming: Where are MC and WC pupils normally places?

A

-WC students are usually placed in lower sets which can lead to low self esteem and underachievement
-MC students usually over placed in higher sets, with best teachers, lack of movement between sets.

51
Q

Pupil Sub-cultures: What are Anti-school subcultures?

A

-Lower stream pupils who reject school values
-Disruption in lessons and bad behavior
-Don’t do homework
-Regularly excluded and given detentions

52
Q

Pupil Sub-cultures: What are Pro-school subcultures?

A

-Committed to school values
-Gain approval and status through academic success
-Usually ‘ideal pupil’

53
Q

Pupil Sub-culture: Which subculture are WC children likely to be part of?

A

Anti-school subculture where by status is not achieved through educational achievement but trough disruptive behavior and there therefore unlikely to perform well at school.

54
Q

School ethos: What is ethos?

A

The choices schools make about their priorities and values eg emphasis on academic success and extracurriculars.

55
Q

School ethos: Where is ethos reflected?

A

In the hidden curriculum with emphasis on school rules, manners and discipline.

Sociology - Education (10 decks)

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