Compensatory Education institutions & cultural deprivation theory

Question 1

Sure Start 1999

Answer 1

Provided health care and nursery support around the most deprived areas of Britain (NESS 2010 found it was successful for 8 out of 21 positive incomes)

Question 2

EiC (Excellence in Cities)

Answer 2

Replaced EAZ ( educational action zones ) as the compensatory education policy for deprived areas; learning support areas for schools, low cost leasing of computers to take home, learning mentors and programmes for gifted pupils.

Question 3

The Pupil Premium

Answer 3

Raises the funding for schools with disadvantaged pupils (those receiving free meals)

Question 4

Free Nursery 2011

Answer 4

15 hours of free childcare was permitted weekly for children whose household income was below £16,190

Question 5

Compensatory education

Answer 5

A form of positive discrimination of lower income pupils when extra resources and teachers are provided

Question 6

Douglas 1964

Answer 6

(Parental Attitudes) did a research on the difference in parental participation at schools and found working class parents were less involved and therefore unlikely to encourage their child to show interest in persuading higher education

Question 7

Gorard, See and Davies 2012

Answer 7

Found in a study that whether the child’s parents attends school events, help with homework etc can have a big effect on that child’s academic achievement

Question 8

Child rearing

Melanie Phillips 1997 Sue Palmer 2007

Answer 8

Found that middle class parents have a different way of up bringing their children and this is the root of educational achievement differences ( they are more child centred and control their children more )

Question 9

Peter Saunders 2010

Answer 9

Found that the most self motivated children tended to be the highest achievers, he found middle class pupils worked harder and generally did better.

Question 10

Language and cultural deprivation

Basil Bernstein 1971

Answer 10

Claimed the cultural difference is related to language; 
Elaborate code ( used by middle class families/ teachers, often the code used in text books)
Restricted code ( meaning s are less clearly spelled out, this language makes it harder to achieve academic success )

Question 11

Value systems and cultural deprivation

Barry Sugarman 1970

Answer 11

Argued that middle class students were more prepared for working hard to have a better life later on (deferred gratification )

Question 12

Philip Brown 1987

Answer 12

Did a study in South Wales of ‘ordinary kids’ found that working class children are under peer pressure to drop out early and may be labelled as a ‘geek’ or ‘boffin’ if they showed interest and worked hard. He found that those who did do well were often bullied and isolated .

Question 13

Charles Murray 1990

Answer 13

Saw another subculture of the poor at odd with mainstream society, an underclass that is supposedly lazy and often likely to engage in criminal affairs and delinquency

Question 14

Culture capital theory

Pierre Bourdieu 1997

Answer 14

Dominant culture capital leaving the middle class with an inbuilt advantage, he blames the middle class nature of education rather than the working class culture

Question 15

Alice Sullivan 2001

Answer 15

Did a study on what children watch, study and read and found that the working class were likely to read fiction book ( Charles Dickinson, Jane Austin) which enforces their knowledge of the elaborate code

Question 16

Teacher labelling

Bilton et al 1996

Answer 16

Studied by interactionists, “ schools do not merely react to children with varied capacities and qualities in a neutral way; they play an active part in creating children that are more or less educable, more or less knowledgable and more or less manageable” ( good summary of the interactionist view)

Question 17

Streaming and setting

Gilborn and Youdell 2000

Answer 17

Argued that streaming and setting negatively effects working class pupils