Class and educational achievement

Question 1

What did marilyn howard find ?

Answer 1

children from lower income homes have lower intakes of energy, vitamins and minerals leads to an weakened immune system (time off) 
lack of energy( unable to concentrate in class and underachieve)

Question 2

What are evaluation points?

Answer 2

not as up to date as schools now offer breakfast clubs and free school meals

Question 3

what is smith and noble say?

Answer 3

that education needs two main things:
improve child benefits
and education to be improved more in poor areas

Question 4

what are evaluation points ?

Answer 4

evidence that there are bursaries available for low- income students
education action zone(money for lower income areas)

Question 5

What did Diane reay claim?

Answer 5

that lower income students tend to go to less impressive universities in order to reduce the cost of travel and living by staying at home, also they may have to work at the same time and therefore have less time to study and do less well.

Question 6

what is an evaluation point?

Answer 6

student loans can be accessed, but all students need dont need to repay until you earn a certain amount

Question 7

what two points does hyman for class and underachievement?

Answer 7

working classes do not value education not relevant in their lives and
do not think they have realistic opportunities to better themselves, past experiences is the norm to fail and they have no chance in education

Question 8

what does sugarman suggest?

Answer 8

that attitudes and orientations that present barriers as w/c have fatalism approach, collectivism and immediate gratification this leads to w/c less likely to pre-plan and apply to higher education were as m/c are more likely to plan and deferred achievement therefore are more driven

Question 9

what are evaluation points for Hyman and sugarman?

Answer 9

can we separate w/c and m/c in a distinctive way, are their different values just stereotypical
evidence suggests that both classes want their children to do well, may just be that m/c have a better understanding

Question 10

what does Douglas say?

Answer 10

that parental interest is the key factor in w/c underachievement and m/c parents are more interested in their childrens progress e.g. go to parents evenings.

Question 11

what are evaluation points of Douglas?

Answer 11

evidence suggests that both classes want their children to do well
sharpe and green found that parents who are defined as interested were very ready to talk about their childrens education

Question 12

what did alice Sullivan suggest?

Answer 12

supports Bourdieus, middle class know what types of activities that result in educational learning for example 
reading complexed fiction 
visiting art galleries 
sophisticated TV 
political debate

Question 13

what did bourdieus say?

Answer 13

knowledge of academic success and know what type of activities will help their children develop academically and w/c are incapable of this

Question 14

what did bernstein discover?

Answer 14

the language codes
the restricted language codes- sentences are short, vocabulary is limited, language is context bound so that people with similar code can understand.
the elaborate language code- long sentences, rich vocabulary and complicated structure of phrases

Question 15

what did keddie suggest?

Answer 15

a middle class student is a model class student
keddie observed humanities lessons in a comprehensive school found that uppers teams were taught examination skills where as lower streams:
made to do more practical lessons
allowed to make more noise
not set homework
and staff expectations of lower streams that were mainly w/c were lower

Question 16

what did ball notice?

Answer 16

teachers have certain expectations of particular students and often turn out to be true, ball noticed this turned out to be true, conducted a study at beachside comprehensive school and pupils were put into primary school, they are all keen to at first to come to school but due to teachers attitudes, pupils did well or became less keen and underachieved.

Question 17

what did rosenthal and Jacobson discover?

Answer 17

the Pygmalion effect- studied impact of labels towards a childs performance, some teachers were informed that some students were late bloomers, as a a result teachers started to treat children differently e.g. spent more time with them, give more feedback and challenge more
as a result children performed better

Question 18

what did Hargreaves say?

Answer 18

working class students are more likely to be put in bottom set, pupils seemed to be streamed according to behavior than ability top streams felt more rewarded and good teachers teach good groups.
lower streams felt unable to achieve high status in the eyes of the teachers & started to from anti-school subcultures and rejected school as a result of streaming

Question 19

an evaluation of r + j?

Answer 19

some sociologists claim that the quality of the evidence provided was poor

Question 20

what is a first criticism of ball, keddie and hargreaves ?

Answer 20

labels can only have an impact if you accept them, people often refuse the labels that teachers can give them them, they refuse to think of them as underachieves

Question 21

what is a second criticism of ball, keddie and hargreaves ?

Answer 21

there is evidence to show that many people do the very opposite of letting a label become a self-fulfilling prophecy, they work hard to show the label doesn’t define them

Question 22

What does safia mirza argue?

Answer 22

that ethnic minorities resist labels and work hard despite teachers labels

Question 23

what did hallum and hurley argue?

Answer 23

reserached into attainment f children who attended schools that had
set for all subjects
sets for some
no set at all
found no significant difference between level of attainment, suggesting that streaming may not have bad consequences

Question 24

what did willis do?

Answer 24

looked at ‘lads’ who modelled themselves after members of their working class community, had different norms and values to the education system

Question 25

what characteristics did the lads carry?

Answer 25

they called students that payed attention ‘ear’oles’
valued banter over education
viewed manual labor as mans work
sexist and masculine

Question 26

what is a conclusion of willis ?

Answer 26

working class boys get working class jobs 
family is the biggest factor affecting achievement 
school does not affect achievement

Question 27

what is a criticism of willis?

Answer 27

study is outdated, refers to boys from working class communities with fathers in traditional industries, however these have disappeared over the decades

Question 28

what studies would you use for material deprivation ?

Answer 28

smith and noble
diane reay
Marylin howard
bernstien

Question 29

what studies would you use for for cultural deprivation?

Answer 29

hyman
sugarman
douglas
berstien

Question 30

what studies would you use for cultural capital ?

Answer 30

bourdieu
alice sullivan
bernstein

Question 31

what studies would you use for labelling theory?

Answer 31

keddie 
ball 
Hargreaves
rosenthal and jacobson
argue- hallam and hurley

Question 32

what does sue sharpe suggest ?

Answer 32

that girls aspirations have changed over time, during the 1970 s: love and marriage was priority
1990s: careers and jobs are now priority

Question 33

who supports sue sharpe?

Answer 33

francias and skelton
the majority of girls pupils appear to see their chosen career as a reflection of their identity and their future fulfillment, rather than marriage
as a result- girls have become more ambitious
motivated to achieve good grades to realise these ambitions

Question 34

what are out of school factors?

Answer 34

material deprivation
cultural deprivation- functionalism
cultural capital - marxism

Question 35

what are in school factors?

Answer 35

labeling theory

pupil subcultures

Question 36

what studies could be used for pupil subcultures?

Answer 36

willis ‘lads’

sue sharp