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Education > Class - LO > Flashcards

Class - LO Flashcards

1
Q

Material deprivation

A

poverty and a lack of material necessities such as housing and income
- poverty is closely linked to educational underachievement

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2
Q

Department for Education (2012) stated

A

barely 1/3 of pupils eligible for free school meals achieve five or more GCSEs

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3
Q

Jan Flaherty (2004)

A

money problems in the family are a significant factor in younger children’s non attendance at school

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4
Q

Pupils

A

ethical issues of being underage and a researcher would have to give consent

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5
Q

Teachers

A

feel pressure to act a different way

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6
Q

Classrooms

A

not environments to engage with students due to limited spaces

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7
Q

Schools

A

access to schools may be restricted, school reputation

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8
Q

Parents

A

need to consent, may not like to discuss personal things

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9
Q

Internal/external factors that influence educational success

A

Class, gender and ethnicity

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10
Q

Class

A

difficult to define but it is a defined group of people within a society who possess the same socioeconomic status
Free school meals are used to consider if someone is of WC

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11
Q

Internal factors

A

Labelling and self fulfilling prophecy
School subcultures
Marketisation and selection
A-C Triage
Racism (teachers and institutional)
Ethnocentric curriculum
Language codes used within education
Teacher attention
Coursework and intro of Nat Curriculum
More female role models but less male ones
Challenging stereotypes

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12
Q

External factors

A

Material deprivation
Cultural deprivation
Cultural, social and economic capital
Attitudes and values
Marketisation and parental choices
Language coding
Societal racism
Impact of feminism
Changes in family
Changing girls ambitions

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13
Q

External Factors - Material deprivation

A

Housing, diet and health, finances
(3 box points)

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14
Q

Housing

A

poor quality - mold can cause illness -> absence from school and missing content
temporary - moving around -> different curriculum, behind -> missing content
overcrowding - falling behind on things -> not reinforcing knowledge

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15
Q

Diet & Health

A

lack of vitamins - tired and less focused
poor quality food - hyperactivity disrupts
lack of food - distracted

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16
Q

Marilyn Howard (2001)

A

poor nutrition affects health, lower immune system and energy lvls -> absences and difficulties concentrating

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17
Q

Blanden and Machin

A

children from low income families are more likely to engage in externalised behaviours such as fighting/temper tantrums which can be disruptive in schools

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18
Q

Financial support and the cost of education

A

children from poorer families lack financial support - equipment, trips, revision days etc.
lack of funds -> children getting part time jobs, can have a negative impact on education (leave school early and not go to Uni)

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19
Q

External Factors - Cultural deprivation

A

Language (speech codes), parents’ education and working class subcultures

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20
Q

Language (speech codes)

A

Bernstein 1975
elaborate sc - used by MC, wider vocab and use gramatically longer/complex sentences
restricted sc - used by WC, limited vocab and use short/unfinished simple sentences
EAL- parents don’t know the system
WC struggle as exams are in elaborate code

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21
Q

Language (speech codes) - Evaluation

A

Even if a child’s parents has restricted code they can have elaborate code as they can learn from school and people around them

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22
Q

Parents’ education

A

Douglas 1964
WC parents placed less value on education, less ambitious for children and give less encouragement and took less interest in their education
parents view on education may encourage or discourage child

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23
Q

Parents’ education - Evaluation

A

Feinstein argues that a parent’s own education is the most important factor affecting children’s achievement and since MC parents tend to be better educated, they are able to give either children and advantage by how they socialised them

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24
Q

WC subcultures

A

Sugarman 1970
argues that WC subculture has 4 features that act as a barrier to educational achievement
Fatalism, Collectivism, Immediate gratification and Present time orientation
WC children internalise the beliefs and values of their subcultures through the socialisation process

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25
Q

Fatalism

A

(a belief in fate) ‘whatever will be, will be’

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26
Q

Collectivism

A

valuing being a part of a group more than succeeding as an individual

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27
Q

Immediate gratification

A

seeking pleasure in now rather than making sacrificed for the future

28
Q

Present time orientation

A

seeing the present as more important than the future and so they don’t have long term goals or plans

29
Q

WC subcultures - Evaluation

A

cultural deprivation theorists argue that parents pass on the values of their class to them through primary socialisation
MC values equip children for success, whereas WC values fail to do

30
Q

Symbolic violence

A

idea of changing a speech code, was of criticising a talk

31
Q

Delayed gratification

A

working hard now in order to benefit later in life

32
Q

External factors affecting educational achievement

A

Cultural capital
Educational capital
Economic capital

33
Q

Educational capital

A

(higher aspirations) more interest in child’s education

34
Q

Economic capital

A

tutors, books and textbooks

35
Q

Cultural capital

A

can develop intellectually

36
Q

Compensatory education

A

aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas. They intervene early in the socialisation process to compensate children for the deprivation they experience at home.

37
Q

Compensatory education

A

Operation head start (US) - scheme of pre school education in poorer areas introduced in the 1960s
Sure Start - centres provide integrated education, care, family support, health services and support with parental employment

38
Q

Keddie

A

describes cultural deprivation as victim blaming, she dismisses the idea that failure at school can be blamed on a culturally deprived home background

39
Q

Howard Becker (1971) - clue: Chicago

A

interviewed 60 teachers they labelled children off their class as the ideal student

40
Q

Amelia Hempel Jorgensen (2009) - clue: primary school

A

Ideal student isn’t MC

41
Q

David Hargreeves (1975) - clue: stages

A

Speculation stage (1st thought) - appearance, discipline, enthusiasm/ability
Elaboration stage (tested)
Stabalisation stage (confirmed) - teacher feels ‘they know’ the students and have expectations for them

42
Q

Dunne and Gazeley (2008) - clue: class

A

Teachers don’t expect students of WC to do well
Normalise underachievement of WC
WC children get punished more and help MC more

43
Q

Ray Rist (1970) - clues: tigers, cardinal bird and clown

A

People put children on tables based off their behaviour and expectation

44
Q

Positively labelled student

A

Develops ‘studious intellectual’ self concept
High expectations put into higher sets
Joins pro school subculture
= gets mainly high grades

45
Q

Negatively labelled student

A

Develops self concept based around non school activities
Lower expectations, barred from higher sets
Joins anti school subculture
= achieves middle/average GCSE grades

46
Q

Pro school

A

involved in school, revise and do their hw, have a high attendance

47
Q

Anti school

A

not completing work, being late to class, not following dress code

48
Q

The Pygmalion Effect

A

Rosenthal and Jacobson told school teachers that some of their students were late bloomers and even though they hadn’t shown any academic success they were expected to bloom
teaches positive expectations

49
Q

Jane Eliot

A

Teaches negative expectations, led children to see themselves as inferior

50
Q

Positive expectations

A

children got smarter when expected to get smarter by their teacher

51
Q

4 things teachers to do to kids with favourable expectations

A

Climate factor - create a warmer climate for the children they favour (nicer)
Input factor - teach more material (extra sheets)
Response opportunity - more of a chance to respond (called on more)
Feedback factor - praised more, positively reinforced (given differentiated feedback when they get the answer wrong)

52
Q

Setting

A

put in different academic sets based on your ability in each subject

53
Q

Streaming/banding

A

students of similar academic ability are taught together for everything

54
Q

Douglas (IQ scores)

A

students who went to school with the same IQ
Higher IQ - got better
Lower IQ - dropped (less motivation and expectations)

55
Q

Gillborn and Youdell (A-C economy/educational triage)

A

focus on students who are working as a D as they have potential to get C. Don’t work on F students

56
Q

Educational triage

A

A-C grades are more important as they are the ones that will be shown to the public, lower sets are written off, there is still hope for students who are doing average

57
Q

Keddie

A

argues that setting ‘cools down’ and ‘warms up’ student aspirations

58
Q

Lacey (1970)

A

introduced differentiation and polarisation
found that streaming polarised boys into a pro and anti school subculture

59
Q

Differentiation

A

process of teachers categorising pupils according to how they perceive their ability, attitude and behaviours.
Streaming is a form of differentiation, since it categorises students into separate classes

60
Q

Polarisation

A

in which pupils respond to streaming by moving towards one of the two opposite ‘poles’ or extremes

61
Q

Low streams

A

those placed in low streams (tend to be wc) suffer a loss of self esteem, label of failure pushes them to search for alternative ways of gaining status

62
Q

Anti school subculture

A

gaining status among peers
inverting school values of hard work, obedience and punctuality
likely to become a self fulfilling prophecy of educational failure

63
Q

Hargreaves

A

boys in lower streams were triple failures, failed their 11+ exam, been placed in low streams and they had been labelled as ‘worthless louts’

64
Q

Solution to status problem

A

for these pupils to sees each other out and term a group within which high status went to those who flouted the school’s rules in this way, they formed a delinquent subculture that helped to guarantee their educational failure

65
Q

Ball

A

shows that class inequalities can continue as a result of teachers’ labelling even w/o the effect of subcultures or streaming

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