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Sociology Education > Class Differences > Flashcards

Class Differences Flashcards

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Sociology 101 flashcards
1
Q

How many more x likely is a child of high professionals going to achieve 5+ A*-C grades GCSE

A

2-3x

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2
Q

How many more times likely is a child of a high professional to go university

A

5x

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3
Q

What are the 2 main reasons for this

A

Internal factors

External factors

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4
Q

What can the external factors be split in to

A

Cultural

Material

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5
Q

What are the cultural factors influencing external class differences

A 
Cultural deprivation theory
Intellectual stimulation
Language
Parents education 
Working class subculture
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6
Q

What is the cultural deprivation theory

A

Different classes socialise their children different ways
Their norma transmitted via socialisation
W.C. Fail transmit appropriate norms

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7
Q

How does intellectual stimulation lead to class differences

A

W.C. Less likely give toys/activities stimulate thinking and reasoning skills.
Less likely read to them
Start school at a disadvantage

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8
Q

Who researches into language affecting class differences

A

Bernstein

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9
Q

How does language cause social class differences

A

W.C. Use a restricted code, M.C. Use an elaborative code
Elaborative code crucial as used by exams, teachers, universities
M.C. Have an advantage

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10
Q

What is a Restricted Language Code

A

Used by W.C
Less analytic, more descriptive
Limited vocab, use gestures
Particularistic - assumer listener shares particular meanings

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11
Q

What is an elaborative code

A

Used by M.C.
More analytic, wide vocab, complex
Universalistic - spell out meanings do not assume listener shares same understanding

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12
Q

Who researches into parental education as an external factor

A

Feinstein

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13
Q

How does parents education affect social class differences

A

Parenting style
Parents educational achievement
Language
Use of income

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14
Q

How does parenting style affect social class differences

A

M.C. Emphasise consistent discipline, high expectations, active learning.
W.C. Inconsistent discipline, poorer motivation, problems interacting with teachers

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15
Q

How does parents educational behaviours affect social class differences

A

M.C. More aware if what helps children progress

E.G. Form good relationships with teachers, see value trips

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16
Q

How does parents language affect educational achievement

A

Way parents communicate affects childs cognitive development

17
Q

How does use of income affect social class differences

A

M.C. Spend income to promote childs development e.g. Educational toys

18
Q

What are the 3 factors that cause working class subculture

A

Immediate gratification
Fatalism
Low value on education

19
Q

How does Immediate gratification link with w.c. Subculture

A

Immediate gratification = wanting rewards now, rather than willing make sacrifices and work hard for future rewards
M.C. Practice Deferred Gratification

20
Q

How does Fatalism link with w.c. Subculture

A

‘Whatever will be, will be’

W.C. Do not believe they can improve their position through individual efforts

21
Q

How does Low value on education link with w.c. Subculture

A

Hyman - w.c. Do not value education as beneficial
Douglas: w.c. Parents show less interest childs education
Give less support e.g. Less likely attend parents evening

22
Q

Evaluation of Cultural Deprivation Theory

A

Ignores material factors
Ignores internal factors
Blames the victim - w.c. May just have a different culture

23
Q

2 ways material deprivation lead to social class differences

A

Poor diet - illness, absence, lack concentration (hungry)
Poor housing - overcrowding, cold/damp, nowhere to do homework
Homeless/temporary accommodation = frequent moves and changes

24
Q

How do financial costs of education affect social class differences

A

W.C. Afford fewer educational opportunities e.g. Trips, tuition
Stigmatised/bullied not having right uniform
High education Callender and Jackson
W.c. More debt averse
Uni receive less financial support

25
Q

What is cultural capital

A

Combines material and cultural factors
Marxist Bourdieu: m.c more successful posses more capital
Economic capital: wealth m.c.
Cultural capital: attitudes, values, skills
Educational capital: greater capital gives advantage educational capital - qualifications, get m.c jobs, reproducing advantages generation to generation

26
Q

What internal factors affect class achievement

A

Labelling
Self fulfilling prophecy
Streaming
Pupil subculture

27
Q

How does labelling cause class differences

A

Meanings/definitions make sense of someone
M.C. Labelled bright, motivated, cooperative
Becker: m.c. ‘Ideal pupils’
Underlies for many other issues

28
Q

How does SFP cause class differences

A

Prophecy is a prediction, SFP becomes true because it has been made
Teachers create SFP through labels
What teachers believe, pupils achieve
Label m.c. Bright, more likely to succeed
w.c. Negatively more likely fail

29
Q

Evaluation of SFP explanation

A

Too deterministic

Not all teachers view w.c. Negatively

30
Q

How does streaming cause class differences

A

Institutionalised labelling All pupils same ability same stream
Bright =top stream Thick =bottom
Lacey: Differentiation ‘separating sheep from goats’ educating them differently, lead SFP
Douglas: IQ bottom stream falls over time, top stream increases
Lower = denied access same curriculum e.g. Not put forward higher exams

31
Q

How does subculture cause class differences

A

Pro School Subculture - formed high streams, accept values, attend, respect, enjoy, participate, intend continue
Anti School Subculture - lower streams, reject values, invert them, dislike, flout, disrespect
Lead SFP pro school work hard become successful

32
Q

How does Lacey support subcultures

A

School derives lower stream of a status by labelling them failures. Pupils create own status hierarchy to gain status from peers e.g. Breaking rules

33
Q

Evaluation of internal factors

A

Ignores external factors

34
Q

What does habitus mean

A

Habitus - social class way o thinking, lifestyle and expectations normal for ‘people like us’

35
Q

Who researches in to Habitus

A

Archer

Influenced Bourdieus concept of habitus

36
Q

Outline class identities and achievement

A

M.c. Have have power define their habitus superior, imposing it on education system

37
Q

What is symbolic capital and symbolic violence in reference class identities

A

School commits symbolic violence devaluing w.c. Habitus judging clothing/accent/interests
Treat inferior denying symbolic capital (status and recognition)
Nike identities - violence leads pupils create alternative identities gaining capital through peers. Leads conflict m.c. Habitus
Succeed in school you ‘lose yourself’ being inauthentic to fit in.

38
Q

Working class identity and educational success

A

Ingram = fitting in problem w.c grammar boys, tension neighbourhoods habitus and m.c. Schools
Self exclusion from success: Evans: even successful w.c. girls had hidden barriers e.g not fitting in at elite unis
Strong attachment family = remain home

39
Q

Educational policies to consider

A 
Marketisation - increased streaming 
Grants/Fees/Loans 
School Leaving Age/Compensatory Education
Impact home background 
Material/Cultural deprivation

Sociology Education (6 decks)

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