Class differences in achievement (external) Flashcards
What are internal and external factors?
internal= factors within schools e.g interactions between pupils & teachers & inequalities between schools
external= outside of education system, home, family background, wider society
What is cultural deprivation and the 3 main factors?
inferior norms and values held by the working class due to inadequate socialisation, leading to underachievement
- language
- parents education
- WC subculture
How does language impact achievement (Hubbs-Tait et al, Feinstein)?
- Parents use language so children evaluate understanding (“what do you think?”)
-improves cognitive performance - uneducated use simple descriptive sentences (“what’s that animal?”)
- disjointed phrases
How do speech codes impact achievement (Bernstein)?
restricted code: WC, short, simple sentences, limited vocabulary
elaborated code: MC, longer, complex sentences, abstract ideas, wider vocab
- MC advantaged, elaborated used by teachers & textbooks, more likely to succeed (familiar) WC disadvantaged & excluded
How do WC parents education impact achievement (Douglas)?
- WC parents, less value on education, took less interest, didn’t visit schools, no parents evenings, children had lower motivation & achievement
How does parenting style impact achievement
educated parents= consistent discipline, high expectations, encourage active learning
less educated parents=
harsh inconsistent discipline, prevents independence/ self control > low motivation
How do parents educational behaviours impact achievement?
educated parents= aware of how to assist children’s progress:
- reading, painting, nursery rhymes, homework
- establish good relationships with teachers
-visits to museums/libraries
How does use of income impact achievement? (Bernstein + Young)
- MC mothers buy educational toys/ books & more nutritional food
- WC lack resources so children start school without intellectual skills
4 key features of WC subculture (Sugarman):
Fatalism= believe in fate, can’t change status, what will be will be
Collectivism= value being part of a group rather than succeeding as an individual
Immediate gratification= pleasure now rather than sacrifices for future rewards
Present time orientation= present more important than future, no long term goals
WC internalise values of subculture through socialisation
Why do WC have different values?
WC jobs are less secure, no career structure, fewer promotions.
MC jobs are secure, continuous advancement, increasing ambition to gain qualifications
How do compensatory education programmes tackle cultural deprivation?
- provide extra resources to schools in deprived areas
- sesame street transmits attitudes and values (punctuality, numeracy, literacy)
Evaluate cultural deprivation:
- Keddie, WC culture not deficient, should challenge teachers with WC prejudices
- Blackstone + Mortimore, attend fewer parents evenings due to work not lack of interest
What is material deprivation?
Poverty and lack of material necessities (housing, income etc)
- 90% failing schools in deprived areas
How does housing affect achievement?
- overcrowding can’t concentrate, disturbed sleep
- temporary accommodation disrupts education
- damp housing, ill health, absence from school (indirect)
How does diet and health affect achievement?
- Howard, poorer homes, lack of energy vitamins & minerals, affecting concentration can lead to absences
- Wilkinson, poorer children more likely to have behavioural problems (hyper activity, anxiety) affect education
How does financial support affect achievement?
- Tanner et al, cost of transport, uniform, books & computers, tutors place a heavy burden on poor families
(hand-me-downs, cheap equipment, causing bullying) - Flaherty, 20% eligible free school meals dont take it (stigmatised)
-Ridge poor children part time jobs, negatively impacting school work
How does fear of debt affect achievement?
- Callender + Jackson, WC 5x less likely to apply (debt)
- less financial support from families, 81% from highest class, 43% lowest class
- Reay, WC students, local unis save travel costs, less opportunities
What are the 3 types of capital (Bourdieu)
cultural capital=
Knowledge attitudes & abilities.
MC, intellectual interests, how to achieve success, education transmits MC culture
WC, devalued, inferior, exam failure
educational/ economic capital=
MC economic capital converted into educational capital, private schools and tutoring, catchment areas of successful schools
How did Sullivan test Bourdieus ideas?
- questionnaires, 4 schools, assess cultural capital
- e.g tv habits, museum visits? knowledge of cultural figures
- greater cultural capital= MC, only partial explanation
- resources + aspirations of MC also explain
