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Sociology - Education > Class Differences - External > Flashcards

Class Differences - External Flashcards

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Sociology 101 flashcards
1
Q

define class consciousness

A
  • class consciousness = the set of beliefs that a person holds regarding their social class
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2
Q

how is class judged

A
  • is judged based on the occupation of the child’s parents
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3
Q

describe the average working class occupation

A
  • manual occupation with little needed qualifications. e.g. lorry divers, cleaners, plumbers, waitresses
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4
Q

describe the average middle class occupation

A
  • non manual occupations which require further educational qualifications
  • called ‘white collar’ if they work in an office. e.g. office workers, business owners, doctors, teachers
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5
Q

what are the 5 contributing factors to class

A
  • income level
  • education level
  • occupation
  • family + social support
  • access to good nutrition
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6
Q

define cultural deprivation

A
  • cultural deprivation = being deprived of culture
  • lacking the ‘right’ (MC) values, attitudes, language, behaviour, self discipline, intellect + reasoning
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7
Q

define primary socialisation

A
  • primary socialisation = the socialisation that your family supplies (basic norms + values)
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8
Q

define elaborated code

A
  • elaborated code = use of wider vocab, complex sentences, communicates abstract ideas context free
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9
Q

define restricted code

A
  • restricted code = use of limited vocab, simple sentences, not descriptive, not analytical, context bound
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10
Q

define subculture

A
  • subculture = a group of people whose norms and values dont fit the mainstream (middle class) culture
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11
Q

name 2 statistics about private schooling and university

A
  • private schools only educate 7% of the population, but they account for nearly 1/2 of all students entering elite universities
  • in 3 years, Eton (a private school) sent 211 pupils to Oxbridge, whilst over 1,300 state schools sent no students
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11
Q

define meritocracy

A
  • meritocracy = the idea that one will be rewarded based on their effort and ability
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11
Q

what does Keddie say about cultural deprivation

A
  • Keddie: cultural deprivation is a myth. its an excuse made by the Gov / system - they should be properly providing for all classes
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12
Q

what do Bereiter and Engelmann (1966) say about language

A
  • Bereiter and Engelmann: language used in WC homes is deficient (lacking)
  • due to WC parents not communicating effectively with their children and relying on gestures, single words + disjointed sentences
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13
Q

what does Bernstein say about language

A
  • Bernstein: as a result of the use of deficient language in W/C homes, children fail to develop the necessary language skills to succeed in education, thus they speak in restricted code
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14
Q

how will the elaborated code benefit students using it

A
  • they’ll have a stronger language foundation for the language used (English) in textbooks, by teachers, exams etc
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15
Q

what does Margo say about cultural deprivation

A
  • Margo (2010): the cultural deprivation theory starts with the assumption that W/C culture is not only different, but deficient
  • different cultural factors creates disengagement from school
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16
Q

name the 5 factors of parental impact on socialisation

A
  • parent’s educational activities
  • use of income
  • level of income
  • parental education
  • parenting style
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17
Q

how does parenting style affect a child’s socialisation

A
  • educated parents may emphasise explained discipline and high expectations by encouraging learning. also uses elaborated code
  • less educated parents may have harsh, inconsistent and unexplained disciplines; ‘just do what you’re told’ mindset. this prevents independence and self-control. uses restricted code + lacks explanations
  • can cause pupils to have behavioural issues in education
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17
Q

how does parent’s educational behaviours affect a child’s socialisation

A
  • educated parents know what is needed for their child’s educational success (enrichment - sport, clubs, museums etc)
  • less educated have less knowledge of what is needed for their child’s educational success, and so their child may miss out on enrichment activities
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18
Q

how does class/ income and parental education affect their child’s socialisation

A
  • regardless of class, children of better educated parents tend to do better than children of less educated parents
  • could be due to factors like social capital, cultural capital, having an educated role model
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19
Q

what is the effect of a parents use of income on their child’s socialisation

A
  • better educated parents ted to have higher payed jobs, thus a higher disposable income. better educated parents usually spend their money on things that are beneficial for their kids, e.g. educational toys + games that will boost their kids intellect
  • however, less educated parents may spend their disposable income on less intellectually beneficial things - e.g designer baby clothes, flashy shoes etc
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20
Q

how does a parent’s educational behaviours impact their childs socialisation

A
  • educated parents have more knowledge of what is needed for their child’s educational success and so are more likely to enrol in activities that will benefit them (e.g. enrichment clubs, museum visits, reading at bedtime)
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21
Q

what does Sugarman (1970) argue about the w/c subculture + name the 4 key factors

A
  • Sugarman: the WC subculture has 4 key features that act as a barrier to educational achievement:
  • collectivism
  • immediate gratification
  • fatalism
  • present time orientation
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22
Q

what does Sugarman refer to when talking about immediate gratification

A
  • immediate gratification: seeking smaller pleasures now rather than making sacrifices in order to gain bigger rewards in the future. there’s not a sense of deferred gratification e.g. bunking school, not going to uni, not planning revision
23
Q

what does Sugarman refer to when talking about collectivism

A
  • collectivisim: the W/c value of belonging to a group, more than succeeding as an individual. middle class values often emphasise personal success.
  • E.g. rich rappers who still stay in council estates even if they have the money to live elsewhere - as its their community
24
Q

what does Sugarman refer to when talking about fatalism

A
  • fatalism: the idea that you cant change your status/ position in society, as ‘what ever will be, will be’. this is in contrast to the middle class value of being able to change your social position through effort (meritocracy)
25
Q

what does Sugarman mean when talking about present time orientation

A
  • present time orientation:
  • the W/C see the present as more important than the future, so therefore dont have long term goals/ plans
  • this is in contrast to M/C future time orientation
  • could be due to w/c people being paid daily / weekly - so are more likely to live in the present and not plan
26
Q

define compensatory education

A
  • compensatory education = government policies that aim to compensate for cultural deprivation by providing extra funds and resources to schools and communities in deprived areas
27
Q

give examples of compensatory education programmes

A
  • Sure Start: aimed to tackle poverty and social exclusion. set up centres which provided education, care, health services and family support
  • Education Action Zones: socially disadvantaged areas were given extra money + teachers to improve schools
28
Q

what is the attainment gap between those on FSM and those without in terms of their average attainment 8 score

A
  • 13.7%, with those not on FSM ahead
29
Q

why may children on FSM do less well than those without FSM

A
  • material deprivation: may not be able to buy textbooks, tutors, etc
  • exclusion + truancy (staying off school) are more likely for kids on FSM
  • nearly 90% of ‘failing’ schools are in deprived areas
30
Q

which group does the worst in GCSEs

A
  • white working class boys
31
Q

what are some facts about the effects of COVID on child poverty

A
  • C has stalled education
  • rise in families using food banks, charities, babybanks, handouts etc
  • 34% more children younger than 3yrs in poverty
  • cost of living has increased
32
Q

what are 3 issues that poor housing conditions are about

A
  • overcrowding
  • dampness
  • temporary accommodation
33
Q

what are the effects of overcrowding on a students education

A
  • makes it harder for a child to study as there’s less room for doing homework/ revision and disturbed sleep from shared bedrooms
34
Q

what are the effects of dampness on a students education

A
  • can cause ill health, which causes school absences, causing them to fall behind
35
Q

what are the effects of temporary accommodation on a students education

A
  • regular house moves causes frequent school changes and so amore disturbed/ disjointed education. there’s also a lack of stability. e.g. friendships, teachers
36
Q

what is the working class’ diet and health like + why

A
  • the W/C may not invest their money on healthier foods as the cost of fresh fruit, meat or vegetables, is more expensive than frozen/ microwavable food. this may be due to a lack of funds
36
Q

what is a criticism (AO3) for poverty’s affect on education

A
  • poverty isnt the biggest factor for a poor education - how you spend money is
37
Q

why would a lower immune system (caused from a poor diet) be an issue in education

A
  • a lower immune system leads to lower energy levels, which may result in a lack of concentration in class or absences from school
38
Q

why would being hyperactive (caused from a diet high in E numbers or sugars) be an issue in education

A
  • Wilkinson: among 10yr olds, the lower their social class, the more likely they are to have hyperactivity, anxiety and conduct disorders
  • in school, this can lead to teacher labelling, getting in trouble and being distracted in class
39
Q

what does Blanden + Machin say about behaviour in lower class families

A
  • Blanden + Machin: kids from lower income families are more likely to engage in ‘externalising’ behaviour (fighting, temper tantrums) which can disrupt their education
40
Q

what’s a criticism (A03) of diet and health as a cause for poor education in lower classes

A
  • there are Free School Meals in place to compensate for this issue
  • choosing unhealthy foods may be due to lack of education/ knowledge on healthy diets rather than lack of funds
41
Q

how would fear of debt / financial issues be an issue for moving onto higher education for lower class people

A
  • moving on to higher education (university) can create a lot of debt; due to university fees, living accommodation, resources, which may put of W/C students from progressing their education
  • Jackson (2005): W/C students are debt adverse - the cost of uni outweighs the benefits of it
42
Q

why might the conservative idea to increase uni fees have had a greater impact on WC students

A
  • the burden of debt would be greater, which may deter them further, making them less likely to continue education
43
Q

why might WC students be more likely to go to local unis as well as work part time (Reay 2005) and the affect of this

A
  • they may go to a local uni so they could live at home: wouldnt have to pay for accommodation, less travel costs
  • this could lead to them having to go to a uni that’s local which may not have their desired course/ general requirements - could make them drop out. also living at home could make them feel socially left out - they wouldn’t have ‘the uni experience’
  • WC students may work part time as a necessity to pay for the cost of educational resources, travel costs or to help out their family - have less time for school work
44
Q

what is a criticism (AO3) of financial problems of the WC as a cause of not going to Uni

A
  • their lack of higher education may be due to their debt adversity/ fear of debt, rather than their actual lack of money
45
Q

what is a cause of debt adversity among the lower classes

A
  • may be due to their socialisation - where they’re socialised to participate in present time orientation - the temporary debt isnt worth the higher education
46
Q

what does Bull (1980) say about cost of schooling

A
  • he argues that there’s a ‘cost of free schooling’. free education has hidden costs due to the transport, school lunch, out of school care, uniform, shoes, textbooks, sport kits
47
Q

what is the average school cost within a year + its effect of WC families

A
  • £1,600; this cost would leave little money to the family for external costs for family leisure / activities
48
Q

what is a criticism (AO3) of the cost of schooling as a cause of poor education

A
  • Douglas and Feinstein: WC parents choose to spend their money on non educational resources anyway as they dont value education
49
Q

define cultural capital

A
  • cultural capital: the knowledge, skills, language, attitudes and values possessed by the middle and upper classes which gives students built in advantages in a middle class controlled education system
49
Q

define social capital

A
  • social capital: refers to the social networks of influence and support that people have. e.g. the people who you know / interact with. nepotism. a better social capital can get one into better schools, work placements, etc
50
Q

what does Bourdieu say about cultural capital

A
  • Bourdieu: educational success is largely based on the possession of cultural capital
51
Q

how does catchment areas affect the WC

A
  • better schools have a selection by mortgage, and so the houses in that area are priced higher - limiting the lower classes, as they may not be able to afford the houses in that area - so they wont have as good of an education
52
Q

what can one’s social capital be converted into

A
  • it can provide links to help with demands of education, e.g. work experience (EDUCATIONAL C)
  • agents of socialisation can encourage activities that develop intellect, e.g. music lessons, sports (CULTURAL C)
52
Q

define habitus

A
  • habitus: the shared framework of norms, habits, dispositions and values within a group. usually are M/C
53
Q

what can one’s economic capital be converted into

A
  • money can help to provide more educational trips, visits and resources to further educate them, e.g. museum trips, historic monuments (CULTURAL C)
  • more money can afford the ‘costs of free schooling’ and ‘selection by mortgage’ (catchment area) or sending their child to private schools (EDUCATIONAL C)
54
Q

what can one’s cultural capital be converted into

A
  • elaborated code makes school easir (EDUCATIONAL C)
  • knowledge from educational games and trips makes students better prepared for school (EDUCATIONAL C)
55
Q

outline Sullivan’s (2001) study

A
  • Sullivan: used questionnaires for 500 pupils in 4 schools to assess their cultural c, asking them about a range of activities, if they visited museums and their knowledge on cultural figures.
  • she found that those who read complex fiction + watched documentaries developed a wider vocab and greater cultural knowledge - showing greater cultural c. they were mostly children of graduates and were more likely to be successful at GCSEs
  • she also found that there were some WC pupils who had the same level of cultural capital as some of the MC children, however even when this was the case, MC pupils still did better
56
Q

define pupil premium

A
  • pupil premium: additional funding for publicly funded schools to raise the attainment of disadvantaged students

Sociology - Education (8 decks)

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