Class Flashcards
Class patterns of achievement
wc pupils achieve less than mc
due to external and internal factors
Cultural factors
class differences, norms and values, socialisation, attitudes to education and speech codes (elaborate and restricted)
Internal Factors
Labelling and self fulfilling prophecy
School subcultures
Marketisation and selection
A-C Triage
Racism (teachers and institutional)
Ethnocentric curriculum
Language codes used within education
Teacher attention
Coursework and intro of Nat Curriculum
More female role models but less male ones
Challenging stereotypes
External factors
Material deprivation
Cultural deprivation
Cultural, social and economic capital
Attitudes and values
Marketisation and parental choices
Language coding
Societal racism
Impact of feminism
Changes in family
Changing girls ambitions
Cultural deprivation
diff classes socialise their children differently
wc parents fail to transmit the appropriate norms, values, attitude, knowledge, skills etc.
External factors = wc underachievement
language, parents education, wc subculture
intellectual stimulation
wc parents are less likely to give their children education toys and activities that stimulate their thinking and reasoning skills and are less likely to read to them. This affects their educational development so when they begin school they are disadvantaged compared to mc children
Language - Bernstein
wc use restricted code - wider vocab and use longer grammatically more complex sentences
mc use elaborate code - limited vocab, short, unfinished and grammatically simple sentences
English additional language (EAL) - parents don’t know the system
Parents’ education - Douglas
wc parents place less value on education, as a result theu are less ambition for their children, less interest and encourgement in their education
Parents’ education Feinstein
most imp factor affecting children’s achievement
parenting style - educated parents emphasis consistent discipline, high expectations, active learning and exploration
parents’ educational behaviours - more aware of what helps children progress
language - essential part of education, affects children’s cognitive development
use of income - spend income to promote children’s development
WC subcultures - Sugarman
fatalism - ‘whatever will be, will be’ wc children don’t believe they can improve their position through individual efforts
collectivism - valuing being part of more than succeeding as an individual
immediate gratification - wanting rewards now rather than making sacrifices to gain rewards in the future
present time orientation - present as more imp, not having long term goals/plans
Evaluation - language
Even if a child’s parents have restricted code they can have elaborate code as they can learn from school or people around them.
Evaluation - parents’ education
Feinstein argues that a parent’s own education is the most important factor affecting children’s achievement and since MC parents tend to be better educated, they are able to give either children an advantage by how they socialise them.
Evaluation - wc subcultures
Cultural deprivation theorists argue that parents pass on the values of their class to them through primary socialisation. MC values equip children for success, whereas WC values fail to do.
Symbolic violence
idea of changing a speech code, way of criticising a talk
Delayed gratification
working hard now in order to benefit later in life
Criticisms of cultural deprivation theory
- ignores the imp of material factors such as poverty
- ignores the impact of school factors]
- victim blames, critics argue that the wc are not culturally deprived they simply have a diff culture from school and this disadvantages them
Material deprivation
housing, diet and health and finances
Housing
Poor quality, temporary, overcrowding
Temporary - affects curriculum as they may have to move schools
Overcrowding - falling behind on things, not reinforcing knowledge
Directly - overcrowding, less room, disturbed sleep = lack of space, shared beds
Indirect - crowded homes = greater risk of accident, cold and damp, ill health
- Psychological distress from temporary accommodatio
Diet and Health
Lack of vitamins & minerals, poor quality food, lack of food
Lack of vitamins - makes you tired and less focus and energy
Poor quality food - hyperactivity disrupts
Lack of food - distracted
Lack of vitamins causes them to not effectively do school work as they are not at their full potential, diabetes and sugar rush can cause them to be go into a slump
Diet & Health - Marilyn Howard
poor nutrition affects health, lower immune system and energy lvls -> absences and difficulties concentration
Children from poorer homes are more likely to have emotional/behavioural problems
Diet & Health - Wilkinson
among 10 yr olds, the lower the social class the higher the rate of hyperactivity, anxiety and conduct disorders/anti social behaviour
- these all have a negative effect on education
Diet & Heath - Blanden and Machin
children from low income families are more likely to engage in externalised behaviours such as fighting/temper tantrums which can be disruptive in schools
Financial support
Children from poorer families lack financial support - equipment, trips, revision days etc
Tanner et al - cost of things such as uniform, books, computers, calculators, sports, art and music equipment and clothes
Ridge - study of poverty from child’s perspective
Lack of funds - often means children get part time jobs, these can have negative impact on education, this is also why many leave school early and don’t go to university
