Class Differences: External Flashcards
Centre of Longitudinal Studies
From three, children from disadvantaged backgrounds are a year behind those from privileged homes.
Cultural equipment
Language + skills taught through socialisation.
Engelmann
Language used in l/c homes is deficient.
Bernstein
- Speech codes.
- Elaborate (m/c): complex sentences + grammar.
- Restricted (w/c): simple sentences + grammar.
Douglas
- Parental attitudes.
- w/c parents placed less value on education.
- w/c parents push their children less.
Feinstein
Parents’ own education is the most important factor as they have an advantage when socialising their children (language, parenting style).
Sugarman
- w/c subcultures.
- Instant gratification - immediately reward themselves on successes.
- Present-time orientation - lack of long-term goals.
- Fatalism - unable to change their status.
- Collectivism.
Keddie
w/c children are culturally different, not deprived.
Troyna + Williams
- Problem is not child’s language but the school’s attitude towards it.
- Speech hierarchy - label m/c highest.
Blackstone
w/c parent’s attend fewer parent evenings not because of a lack of interest but because they are working.
Flaherty
- Money problems in the family is a significant factor in non-attendance.
-Stigma to free school meals prevents students from eating (20%), leading to a lack of concentration.
Department of Education (2012)
1/3 of students on FSM achieved five or more A*-C grades.
Poor Housing
- Overcrowding makes it difficult to study.
- 90% of failing schools are located in deprived areas.
Howard
Poor diet means absences (ill) + difficulty in concentrating.
Tannen
Cost of items, e.g. transport, uniforms, books.
