Class And Education Flashcards
External causes of differences, cultural deprivation
Language
Bernstein, restricted code and elaborated code
Attitudes and values
Sugarman, fatalism/immediate gratification/collectivism/present time orientation
Douglas, wc parents placed less value on education, were less ambitious for their children
Culture capital
Bourdieu, mc old boys network ensuring they have best contacts and opportunities to get into the best schools and receive best support
External causes of class differences, material deprivation
Housing
Waldfogel and washbrook, poor housing causes underachievement in school as children live in overcrowded and damp accommodation are more likely to be ill. Causing them to miss school
Diet
Wilkinson, poverty leads to more poorer diet which can lead to emotional and behavioural issues.
Material goods
Smith n noble, family unable to afford school uniforms trips class room materials and textbooks, can cause pupils to be bullied and underachieve more likely to go to low achieving schools in lower class areas whereas middle class can afford better schools
Internal causes of class differences
Labelling
Becker, pupils ability was based on appearance as mc pupil’s presented better than wc they were seen as the ideal pupil
Self fulfilling prophecy
Caused when someone is labelled and overtime they will accept the label given to them
Rosenthal & Jacobsen, gave class what them and teachers thought was a iq test to identify smartest students however this was a fake test used to see if teachers would label pupils positively or negatively due to the results. They then told the teachers that a random 20% of the class were bright bloomer then returned a year later to find out those students made the most progress then the other 80%
Streaming and setting
Streaming, children are placed in groups according to their general academic ability, a child considered to be a high achiever across the board may be put into a high stream, setting is when children are grouped based on ability according to subjects. So a child who is gifted at maths but average at reading and spelling might be in the top set for maths, and middle set for English
Educational triage
Gillborn and youdell argue that schools perform a triage categorising pupils into those who will achieve anyway and don’t require much input, hopeless cases
Ethnicity and external factors, cultural deprivation
Intellectual and linguistic ‘
Bowker, low income black American children’s lack of standard English as a major barrier
Attitudes and values
Lupton, Asian families promote respect for elders which helps their attitudes towards authority figures
Family structure
Murray, High rates of lone parents and a lack of positive
Ethnicity and internal factors, material deprivation
Labelling
Gillborn, teachers quick to discipline black students because they saw them as a threat to their authority and safety.
Archer
The pathologisesed identity, usually Asian students, seen as more passive n feminised
The demonised identity, usually wc n black seen as hyper sexual, unintelligent and hyper masculine
Mac an ghail
Students who believed teachers has labelled them negatively did not necessarily accept the label
The ethnocentric curriculum
Troyna and williams, describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language.
Setting, streaming and segregation
Gillborn argues that marketisation has given schools greater scope to select pupils and this has put some ethnic minority pupils at a disadvantage
Gillborn and youdell
Rationing of education, focus on those with potential no focus on no hopers, which tended to be black pupils unfairly
Gender external factors,
Changes in women employment, 1970 equal pay act and 1975 sex discrimination act
Changing ambitions women
Sharpe, interviews in 70s n 90s showed a major shift in the way girls saw their future. In 70s girls had low aspirations and believed educational success was undermining n priorities was marriage. In 90s being able to support themselves was a main priority
Mcrobbie, comparisons of girls in magazines 1970s n 1990
Silver and schor, commercialisation of housework has meant more women have time to find full time jobs and men are more likely to be helping in the home
Laurie and gershuny, when women move into paid employment they started doing less housework and it became shared between partners.
Mac an ghail men
Wc boys are socialised into seeing their future male identity and role in terms of having a job and being a breadwinner however their is a decline in the manufacturing industry causing a crisis of masculinity as new jobs are more suited to females
Jackson, believes that wc male adolescents think that education and qualifications are irrelevant because the jobs they will end up doing are unskilled or semi skilled and not very well paid
Wragg, Believed that pessimism about the world of work, induced by declining job prospects for males, has filtered down to primary school boys and undermines their desire to work hard.
Francis and Skelton (2005)
Argue underachieving boys are often vulnerable, confused and insecure. Suggest that while the underachieving boys may appear tough on the outside, seeking to impress and boost his self-image, on the inside he is insecure and has low self-esteem. This can be reinforced by a lack of educational success.
Gender internal factors,
Rothermel (1999)
•Found home-educated boys are as successful as girls. Suggesting that what goes on inside schools plays a crucial role in boys’ underachievement.
Epstein (1998)
•Argues a ‘poor boys’ discourse that blames schools for failing to cater for boys. Teachers and the exam system ignore boys’ learning needs and fail to appreciate and understand their masculinity. Argues that school should be made more ‘masculine’, and attention and resources should be directed from girls to boys.
Spender
•Found that when boys questioned or challenged a teacher they were often met with respect whereas girls were criticised as being too assertive and ‘unladylike’
Sukhnanda et al. (2000)
•Argues that boys feel they receive less support, encouragement and guidance from teachers. They feel that teachers have higher expectations of girls and are more critical of boys for non-academic reasons, such as bad behaviour and scruffy presentation
