Class differences in achievement (external) Flashcards

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1
Q

What does it mean by external factors affecting education?

A

Factors outside of the education system that impact a child’s educational success

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2
Q

What is Cultural deprivation?

A

The theory that many working class and black children are inadequately socialised and therefore lack the ‘right’ culture needed for educational success

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3
Q

What did the Centre Longitudinal Studies (2007) find?

A

By age 3, children from disadvantaged backgrounds are already up to one year behind those from more privileged homes

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4
Q

What are examples of basic ‘cultural equipment’ needed for educational success?

A

Language, self-discipline and reasoning skills

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5
Q

Why do many children end up culturally deprived?

A

Failure to socialise children adequately means the pupils lack the cultural equipment to succeed

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6
Q

What did Hubbs-Tait et al find?

A

Cognitive performance improved when parents used language that challenged their child to evaluate their own understanding+abilities» Leon Feinstein found educated parents were more likely to use this language

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7
Q

What do Bereiter and Engelmann claim?

A

The language used by the lower class homes is deficient, describing them as communicating through gestures, single words or disjointed phrases.

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8
Q

What is the consequences of children failing to develop necessary language skills?

A

They grow up incapable of abstract thinking and unable to use language to explain, describe, compare etc putting them at a disadvantage in school

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9
Q

Who identified two types of speech code?

A

Basil Bernstein

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10
Q

What are the two kinds of speech codes?

A

The restricted code and the elaborated code

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11
Q

What is the restricted code?

A

-Speech typically used by the working class
-Limited vocabulary and is based often on short grammatically simple sentences
-Context bound: assumes the listener shares the same set of experiences

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12
Q

What is the elaborated code?

A

-Speech typically used by the middle class
-Wider vocabulary and is based on longer, grammatically more complex sentences.
-Context-free: the speaker does not assume that the listener shares the same set of experiences and so use language to spell out their meaning explicitly

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13
Q

How do speech codes affect educational achievement?

A

Middle class get put at an advantage because the elaborate code is what is used by teachers, textbooks etc and is seen as the ‘correct’ way to speak and write. Due to their socialisation, they have learnt this making them more equipped and more likely to succeed.

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14
Q

How do critics criticise the idea of speech codes disadvantaging a pupil?

A

They say it suggests the working class is inadequate

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15
Q

What did Douglas (1964) find about working class parents?

A

They placed less value on education and as a result were less ambitious for their children, gave them less encouragement and took less interest in their education

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16
Q

Why did Feinstein (2008) argue that highly educated parents had more successful children is school?

A

-Emphasise consistent discipline and high expectations. This encourages active learning and leading to better results
-More aware of what is needed to assist their children educational progress
-Spend their income in ways to boost education eg activities, books etc

17
Q

Why do less educated parents tend to have less successful children?

A

-Harsh and inconsistent parenting doesn’t allow child to to learn independence + self control > leading to poorer motivation at school
-Do not have the knowledge about what their child needs for educational success
-More likely to lack resources

18
Q

What the four key features that act as a barrier to educational achievement according to Sugarman (1970)?

A

1) Fatalism: belief in fate- nothing can be done to change status “whatever will be will be”
2) Collectivism: value being part of a group more than succeeding as an individual
3) Immediate gratification: seek pleasure now rather than making sacrifices for later rewards
4) Present time orientation: not having long term goals, focused on now

19
Q

What is the aim of the compensatory education programme?

A

Aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas. They intervene early in socialisation processes to compensate children for the deprivation experienced at home. Eg Operation Head Start

20
Q

How does Keddie criticise the idea of cultural deprivation?

A

She says it is a ‘myth’ and sees it as a victim blaming explanation. She points out a child cannot be deprived of their own culture - they are culturally different NOT deprived but fail as they are put at a disadvantage because the education system is dominated by middle class values.

21
Q

What is material deprivation?

A

Refers to poverty and a lack of material necessities such as adequate housing and income

22
Q

What percentage of ‘failing’ schools are in deprived areas?

A

90%

23
Q

How can poor housing affect pupils achievement?

A

-Lack of space or overcrowding at home means no quiet place for revision, sharing rooms (disrupting sleep) etc
-Constantly moving houses forces a child to move schools and disrupts education
-Families in temporary homes suffer more psychological distress, infections and accidents - resulting in more absences from school

24
Q

How does diet and health impact pupils achievement?

A

-Howard (2001) notes young people from poorer homes have lower intakes of energy, vitamins and minerals - may result in more absences due to illness + difficulties concentrating in class

25
Q

How does the cost of education affect those who are materially deprived?

A

-Pupils have to do without equipment and miss put on experiences that would enhance their educational achievement (Bull calls this the ‘cost of free schooling’)
-Tanner found that the cost of transport, books, calculators, sports etc put a heavy burden on poorer families
-Stigmatisation

26
Q

How can fear of debt negatively impact achievement?

A

-Going to uni involves getting into debt to cover tuition fees, books and living expenses
-Attitudes towards debt deter working class students from going to university
-Callender and Jackson found working class students are more debt averse - seeing debt negatively and as something to be avoided - saw more costs than benefits

27
Q

What does Bourdieu argue?

A

Cultural and material deprivation are interrelated and uses the concept of ‘capital’ to explain why the middle class are more successful

28
Q

What three types of capital does Bourdieu identify?

A

1) educational capital
2) cultural capital
3) economic capital

29
Q

What does cultural capital refer to?

A

The knowledge, attitudes, values, language, tastes and abilities of the middle class

30
Q

How does cultural capital benefit the middle class?

A

Through their socialisation, middle class children acquire the ability to grasp, analyse and express abstract ideas, giving them an advantage in school as their abilities are highly valued and rewarded with qualifications