cycle test 2 Flashcards
cultural deprivation, cultural factors and educational achievement , housing and achievement , factors outside of school and educational achievement
cultural deprivation
refers to the lack of cultural resources eg education , knowledge and cultural capital , which hinder an individual’s ability to succeed in humanity
what is the cultural capital used to explain
educational underachievement among working-class children
cultural deprivation : inferior norms and values
w/c families may transmit norms and values that do not align with those of the education system
- eg lack of emphasis on the importance of education and preference for immediate gratification over long term goals
cultural deprivation : language skills
wc children are more likely to use a restricted speech code , which is less complex and less suited to the demands of the education system compared to the elaborated speech code used by mc children
what did BAIL BERNSTEIN argue
ELABORATE + RESTRICTED CODE
- SPEECH CODES ARE WHAT LEAD TO DIFFERENCES IN EDUCATIONAL ACHIEVEMENT
that working class children are more likely to use a restricted speech code which is less complex and less suited to the demands of the educational system , m/c use elaborated code = wider vocabulary , more complex , longer sentences and is analytical
cultural deprivation : PARENTAL ATTITUDES
wc parents may show less interest in their children’s education and less able to help with homework
- negatively impacts their academic performance
cultural deprivation : FATALISM
the belief that one cannot change their status in life which can lead to a lack of motivation to succeed academically
what did BARRY SUGARMAN argue
that wc culture tends to favor immediate gratification rather than working toward long-term rewards , lead to lower educational attainment
who introduced the concept of cultural capital
PIERRE BORDEAU
what is cultural capital
the non-financial social assets that promote social mobility beyond economic means
Cultural factors and educational achievement : PARENTAL ATTITUDES AND EXPECTATIONS
greatly impact educational outcomes , high expectations and a supportive hime = better academic performance
Cultural factors and educational achievement : LANGUAGE AND COMMUNICATION
affects students’ ability to understand and engage with the curriculum
- children from homes where the language spoken is different to the language of instruction might face additional challenges
Cultural factors and educational achievement : CULTURAL VALUES AND NORMS
diff cultures = varying levels of importance on education eg some cultures may emphasise collective success and respect for authority = aligns well with school expectations
Cultural factors and educational achievement : PEER GROUP INFLUENCE
positive = encourage academic achievement
negative = disengagement
Cultural factors and educational achievement : ETHNIC AND CULTURAL IDENTITY
strong sense of cultural identity = influence educational aspirations and achievements
- students who feel a strong connection to their cultural heritage may be more motivated to succeed academically
Cultural factors and educational achievement : TEACHER EXPECTATIONS AND STEREOTYPES
expectations filled by cultural stereotypes , affect how they interact w students
high expectations from teachers
boost student performance
low expectations
hinder student performance
how can OVERCROWDING affect achievement
-lack of space for children to study and do homework
-cause disturbances that make it difficult for children to adequate and get adequate rest
how do POOR LIVING CONDITIONS affect achievement
damp , cold and poor maintained housing = health problems eg respiratory issues = increased absenteeism from school
- hinders Childs ability to keep up with their studies
how does STABILITY and MOBILITY affect achievement
frequent moves due to unstable housing can disrupt a child’s education
- changing schools often = gaps in learning and difficulty in forming stable relashionships with peers and teachers
how does ECONOMIC STRAIN affect achievement
limit their ability to provide educational resources eg books , computers and private tutoring
- lack of resources = disadvantage compared to their peers
how does NEIGHBOURHOOD EFFECTS affect achievement
area with high crime rates and fewer educational facilities = environment not conductive for learning
external factors affecting achievement
- parental influence
- family economic status
- health and nutrition
- housing conditions
- neighbourhood environment
- access to extracurriculars
-social networks and peer influence
health and nutrition
good physical and mental health crucial for learning , poor health (from inadequate nutrition , chronic illness or mental health issues) lead to increased absenteeism and lower academic performance
4x
children in poorer families speak 4x fewer words each day
27 months
children with a high persistence of poverty 27 months behind by GCSEs
6%
6% students attend private school
what are disadvantaged students
- qualify for free school meals
- looked after children
- children who’s parents are in the armed forces
smith and noble
lists the ‘barriers to learning’ that result from low income
- less likely to have access to a computer with internet , desk , books , well heated home
- socially disadvantaged students are concentrated in a limited number of unpopular schools ( less funding = less resources)
- older w/c students are more likely to work part time to support their education or care for younger siblings , affects their attendance
Wagfodel and Washbrook
children from lower income families more likely to live in a crowded or damp accommodation , more likely to have a dark, unclean and unsafe room
Howards
people from poorer households have a lower intake of vitamins + minerals
( poor health = tiredness at school = lower attendance)
meritocracy
your own hard work and ability will allow you to be successful
reasons why middle class do well
- backed by parents
- surrounded by people who push them to do better
- influenced by media to want to do better
key signifier of the social class of a child
- if they qualify for free school meals
- % of students achieving 5 a*-c grades or more
2014/15:
FSM= 31% non FSM= 61%. all = 58%
what can we conclude
- w/c students CONSISTENTLY underachieve
- w/c students CONSIDERABLY underachieve
- education is NOT. a level playing field (meritocracy)
complains about basil Bernstein’s theory
-its a skill to be simple and concise with lang
- places blame on w/c families
- doesn’t take into consideration people that speak more than one language
What are DOUGLA’s claims on Parent’s education
parenting style - m/c parents more likely to emphasise discipline & high expectations
parent’s educational behaviours - mc more likely to read to their children , help w homework and attend events
use of income - mc now adopt gentle parenting
general criticism
- material deprivation theorists ignore importance of culture
- ignored impact of internal factors
- doesn’t gov assist poeple from material deprivation?
PIERRE BORDEAU
material and cultural deprivation interlinked
cultural capitalied
This includes knowledge, skills, and education that a person acquires over time, often through socialization
objectified cultural capital
This refers to physical objects that are owned, such as books, instruments, or works of art, which can be used to gain social advantage
