Class Flashcards
Penny and Francis (2010)
Social class is the strongest predictor of educational achievement in the UK
Waldfogel and Washbrook (2010) - housing
overcrowding makes it difficult to do educational activities, play and do homework. Also cold/ damp causes ill health and absenteeism. Families in temporary accommodation suffer more changes of school disrupting education
Waldfogel and Washbrook (2012) - Diet and Health
Poorer diets and high levels of sickness may mean tiredness and difficulty in concentrating at school, particularity if the student has undertaken PT work
Waldfogel and Washbrook (2010) - educational resources
Books, internet access and school trips may be lacking, the difference between individuals and their peers e.g. uniform could affect self-esteem and motivation
Alice Sullivan (2001)
She used questionnaires to assess the cultural capital of 465 students from 4 comprehensives. She asked them about their TV viewing, reading and whether they visit museums and theatres. The pupils with the greatest cultural capital were the children of graduates
See and Davies (2012) parental attitudes
Lack of parental involvement and low expectations can hinder children’s progress. MC parents visit the school frequently and encourage children to stay in education as long as possible (support from parents = more likely to succeed)
Sodha and Margo (2010) - parental attitudes
Work evidences that similar attitudes and values found by Sugarman are found 40 years later and have an impact on aspirations and achievements in education
Basil Bernstein (1971) - language
Restricted code - shorthand speech, particularistic and specific to the speaker and listener. Sentences are often short, detail is omitted and information taken for granted
Elaborated code - meanings are clear and explanations are provided. It tends to be context - free and universalistic (understood by everybody)
Pierre Bourdieu (1984) - cultural capital
Both cultural and material factors contribute to educational achievement, they are interrelated
Cooper and Dunne (2000)
Examine the ways that children from different sociocultural backgrounds approach assessment items which embed maths in ‘realistic’ contexts.
- a sample of 10-11 yr olds show that there does seem to be a social class effect which leads to some WC children failing to demonstrate the competencies they have.
Nell Keddie (1971) - streaming in large London comprehensives
She discovered that knowledge defined by teachers as appropriate to the particular course was considered worthwhile. Whereas knowledge from the students experience which didn’t fit this definition and was not considered as much
Becker
Suggested teachers viewed middle class pupils (especially girls) as closer to the ideal pupil in terms of performance, conduct, attitude, and apperance. WC pupil especially boys were seen as furthest from the ideal pupil. Becker argues the teacher labelling can lead to the self fulfilling prophecy
Fuller (2009)
Techers see girls as as ideal students and interact with them more in a positive way imporving their self esteem, motivation and success rates - this causes boys to fall behind
Fuller 2009 - evaluation
The observations of classes and interviews with students in a single sex school found mixed evidence with regard to teacher labelling and the SFP. WC girls had low expectation’s in terms of jobs. This meant they chose not to push themselves and often left school at quickly as possible - instant gratification-. Middle class high achievers largely accepted teachers judgement about their ability. However still believed they could succeed even when teachers were less positive about their success
Halsey (1980)
Lack of economic resources was the most important factor in whether a child would stay in post-compulsory education or not
