Class Ed Flashcards
External Factors
Cultural Deprivation and Material Deprivation
Cultural Deprivation
Language/Speech Codes, Parent’s Education, and w/c subculture
Language/Speech Codes
Bernstein, Hubbs-Tait, and Feinstein
Bernstein
restricted and elaborate language codes
AO3: schools don’t teach elaborate codes
Hubbs-Tait
m/c patents use language that challenges children
AO3: often dual earners, so some neglected due to work
Feinstein
m/c parents use praise
AO3: parenting style doesn’t stem from class (AO3: parenting style travels down generations)
Parent’s Education
Douglas and Feinstein
Douglas
w/c parents feel less value, less ambition, and encouragement towards education
AO3: some place more value as use to climb ladder
Feinstein
parent’s education is most important factor affecting children
AO3: skills for life literacy strategy improve parent’s education
W/C Subculture
Sugarman
Sugarman
four features of subculture which go against school - fatalism, collectivism, present/time orientation, and gratification
AO3: Keddie = cultural deprivation is victim blaming
Material Deprivation
Flaherty, Diet and Health, Cost of Education, Fear of Debt, and Housing
Flaherty
money problems form a significant factor in young people’s non attendance
AO3: not just money problems
Diet and Health
Howard and Wilkinson
Howard
poorer homes get less vitamins, so weak immune system so off school
AO3: FSM
Wilkinson
10yrs old from w/c have higher rates of anxiety
AO3: w/c children are over three times more likely to suffer hyperactivity
Cost of Education
Bull, Flaherty, and Smith and Noble
Bull
cost of ‘free’ schooling
AO3: PP
Flaherty
stigma of FSM means not taken by all
AO3: FSM offered to everyone in KS1
Smith and Noble
go to poorer schools as cannot afford tuition fees
AO3: discretionary leaner support
Fear of Debt
Callender and Jackson
Callender and Jackson
w/c students are more debt adverse
AO3: discretionary learner support
Housing
Howard
Howard
overcrowding means less room for educational activities
AO3: can go to libraries
Howard
cold damp housing leads to ill health and lung issues
AO3: increase in free childcare from 15-30hrs a week
Howard
temporary housing can cause distress and disrupted learning
AO3: schools study same topics often
Three Types of Capital
Bourdieu
Bourdieu
three types of capital (educational, economic, and cultural) explain the success of the m/c
AO3: Sullivan tested this and found better resource and ideas crated gap
Internal Factors
Labelling, Self-Fulfilling Prophecy, Streaming, and Pupil Subcultures
Labelling
Elliot, Becker, Dunne and Gazeley, and Rist
Elliot
a class divided
AO3: demand characteristics
Becker
found in 60 high schools the closest to ‘ideal pupil’ was m/c students
AO3: teachers don’t all have same ‘ideal pupil’
Dunne and Gazeley
9 teachers normalized w/c underachievement but saw this in m/c as being able to overcome
AO3: small sample size
Rist
‘tigers’ = m/c at front and engaged, ‘clowns’ = w/c who weren’t
AO3: Marxism= teachers operate in an unfair society
Self-Fulfilling Prophecy
Rosenthal and Jacobson
Rosenthal and Jacobson
randomly named spurters made progress a year later
AO3: could be due to other factors
Streaming
Gillborn and Youdell, Ball, and the Educational Triage
Gillborn and Youdell
w/c placed in lower sets and exams as seen as not having ability
AO3: deterministic theory as not all fail
Ball
when streaming removed so were anti-school subcultures
AO3: labelling continued
Educational Triage
the A-C economy led to hopeless cases (w/c)
AO3: now progress 8
Pupil Subculture
Ball, Woods, Habitus, and Archer
Ball
when streaming removed so were anti-school subcultures
AO3: labelling continued
Woods
react in 4 ways; integration, ritualism, retreatism, and rebellion
AO3: schools aren’t a neutral environment
Habitus
schools have a m/c habitus, so for w/c to succeed need to change
AO3: gain symbolic capital through ‘Nike identities’ which goes against it
Archer
gain symbolic capital from peer groups and actively reject school
AO3: not all do, deterministic
