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sociology Education > differential achievement- class ✅ > Flashcards

differential achievement- class ✅ Flashcards

1
Q

why do sociologists find class differences significant?

A
  • there is a strong trend of w/c underachievement
  • social class appears to be the biggest factor that accounts for differences in achievement
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2
Q

describe middle class

A
  • higher paid, non manual jobs
  • traditional professionals such as doctors or teachers
  • ‘white collar’ office workers
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3
Q

describe working class

A
  • jobs that don’t pay well
  • traditionally this included;
    skilled workers eg: plumbers
    semi skilled eg: waitresses
    unskilled eg: cleaners
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4
Q

give statistics regarding class achievement

A

at age 18, w/c students are 20 months behind

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5
Q

what do cultural deprivation theorists argue?

A
  • we aquire the basic attitudes, skills and values needed for educational success during primary socialisation (family)
  • basic cultural equipment includes things such as language, self discipline and reasoning skills
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6
Q

what are the 3 main aspects of cultural deprivation?

A
  • cognitive development
  • linguistic deprivation
  • attitudes and values (subculture)
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7
Q

according to some sociologists, why do m/c children lack the opportunities for intellectual development that the middle classes enjoy?

A
  • because w/c children do not recieve the books or educational toys required to stretch their intellectual skills
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8
Q

what did Young and Bernstein find regarding cognitive development?

A
  • a mother’s choice of toy affects their child’s intellectual development
  • m/c mothers tend to choose toys that encourage thinking and reasoning skills
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9
Q

why does Young and Bernstein’s findings lead to differences in achievement for m/c and w/c pupils?

A
  • m/c parents can afford to buy toys that are intellectually stimulating
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10
Q

how does research from the Institute For Education(2007) support Young and Bernstein’s findings regarding cognitive development?

A
  • found that ‘home learning’ climate strongly predicts child’s intellectual development by age of ten
  • m/c parents stimulate/engage more in terms of dialogue and play–> leads to m/c doing better
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11
Q

what is an A03 point of cognitive development?

A
  • too deterministic–> if poverty was such a problem, why don’t all w/c children fail?
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12
Q

what are the two language codes established by Bernstein?

A
  • restricted language code
  • elaborated language code
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13
Q

describe restricted language codes

A
  • limited vocab
  • short simplistic sentences
  • colloquialism
  • swear words
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14
Q

describe elaborated language codes

A
  • wider vocab
  • longer complex sentences
  • used by teachers/exam boards
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15
Q

why do different language codes result in differences in educational outcome?

A
  • m/c can switch between the 2 codes, w/c is limited to restricted
  • exams are strictly elaborated code
  • teachers may create bias towards pupils and not push w/c
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16
Q

how do Bereiter and Englemann support linguistic deprivation?

A
  • highlighted importance of language for achievement
  • w/c language is deficient, communication is through gestures and single word disjointed phrases
  • as a result, w/c fail to develop necessary language skills to succeed in education
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17
Q

how does Rosen criticize Bernstein’s language codes?

A
  • claims Bernstein creates a ‘myth of superiority’ around m/c speech
  • Bernstein homogenises both m/c and w/c
  • there is likely diversity within the classes
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18
Q

why does Labov criticise linguistic deprivation as an explanation for differences in educational achievement

A
  • investigated low-income afro-Caribbean American children
  • concluded that their speech patterns were not inferior, just different
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19
Q

how do Troyna and Williams agree with Labov regarding linguistic deprivation?

A
  • they argue w/c language is not the problem, but its the m/c teacher’s attitudes towards it
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20
Q

what does Douglas find regarding attitudes and values?

A
  • found that w/c parents do not place a high value on education compared to m/c parents
  • w/c tend to be less ambitious for child’s career
  • w/c show less encouragement for educational achievement and take less interest in education
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21
Q

what 4 elements of w/c subculture does Sugarman discuss

A
  • fatalism
  • collectivism
  • immediate gratification
  • present time orientation
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22
Q

describe fatalism

A

a belief in fate, what will be will be, nothing you can do can change it

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23
Q

describe collectivism

A

the belief that being part of a group is more important than individual success

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24
Q

describe immediate gratification

A
  • pursuit of an instant reward regardless of the long term consequences
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25
Q

give an example of immediate gratification

A

going straight into paid employment instead of pursuing higher education for a higher wage later on

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26
Q

describe present time orientation

A
  • seeing the present as more important than the future
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27
Q

give an example of present time orientation

A
  • w/c children more likely to mess in class, not do homework, not revise…
  • all of which affects their chances of long term educational success
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28
Q

how does De Franja support attitudes and values as a factor of differential educational achievements?

A
  • found that m/c pupils do better because m/c parents are more ‘pushy’
  • m/c parents are more prepared to put time and effort into helping with homework, reading bedtime stories, attending parents evening…
  • all of this encourages children to do well and succeed in school
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29
Q

how do Blackstone and Mortimer disagree with De Franje?

A
  • reject the view that w/c parents are not interested
  • rather their failure to attend parents evening is due to long/irregular work hours
  • w/c don’t assist their children due to lack of knowledge, not lack of interest
30
Q

as a result of research into educational underachievement, what has the government done?

A
  • government has introduced policies and schemes aimed at increasing opportunities for disadvantaged pupils
  • (compensatory schemes)
    eg; pupil premium
31
Q

give a statistic regarding material deprivation

A

-in 2006, only 33% of pupils on FSM gained 5 or more GCSEs at A*-C
- however, 61% of pupils who are not on FSM got this

32
Q

what are the 3 main reasons for the link between material deprivation and educational underachievement

A
  • housing
  • diet
  • hidden costs of education
33
Q

what did Douglas say in regard to material deprivation (housing)

A

suggests there is a link between underachievement and housing.
- poor living conditions, such as mold, may lead to poor health which leads to poor attendance in school

34
Q

what does Howard’s research say about diet?

A
  • shows that poor diet and undernourishment can lead to poor educational performance
  • poor health and attendance has direct impact on achievement
35
Q

what does Bull say regarding material deprivation/(hidden costs of education)

A
  • says there are multiple costs of ‘free schooling’
  • these costs often mean w/c families go without equipment and experiences that would enhance their success
36
Q

how do Mortimore and Whitty support the material deprivation theory?

A
  • claim that material inequalities have the greatest effect on achievement
    eg: no access to technological resources
37
Q

what does Robinson argue regarding material deprivation?

A

robinson argues that ending child poverty would be the most effective way to boost w/c achievement
eg: through compensatory schemes

38
Q

what does Ridge say regarding material deprivation?

A

w/c pupils may take up paid work during school in order to help the household, which takes time away from study

39
Q

why might some families not take compensatory education?

A
  • some parents may not be aware of the scheme/not understand
  • stigma towards taking free school meals
40
Q

what does Bourdieu’s term ‘cultural capital’ refer to?

A

refers to knowledge, atiitudes, values, language, tastes and abilities of middle classes

41
Q

how does cultural capital help the m/c do well in education?

A
  • helps gain things in society/education to get higher status and higher paid positions
42
Q

give an example of bourdieu’s cultural capital

A
  • exposure to middle class ideology
    eg: museums, holidays…
43
Q

what are the three types of capital?

A
  • cultural capital
  • social capital
  • economic capital
44
Q

what did Bourdieu say about the 3 types of capital?

A
  • 3 types of capital could be converted to one another
  • inexorably linked
45
Q

give an example of how the three types of capital are inexorably linked

A
  • economic capital = cultural experiences such as museums, which leads to educational achievement
  • additionally, economic capital can be used for private schooling thus increasing achievement
  • this is known as conversion
46
Q

describe Sullivan’s evidence to support the role of cultural capital in education

A
  • carried out survey on 465 yr 11 pupils to asses their cultural capital
  • used questions to determine social class, vocab range, whether they visited museums etc…
  • found that those who watched documentaries and read complex fiction had higher levels of cultural capital
  • those with higher capital were more likely to be m/c
47
Q

what did Robertson find in regard to cultural capital?

A
  • possession of cultural capital is in the form of participation in certain activities
    eg: museums, playing musical instruments, theatres
48
Q

what does social capital refer to?

A

social capital refers to the networks and relationships a person possesses based on class memberships, which enables you to build and maintain relationships with others

49
Q

how might social capital be useful to m/c pupils?

A

work experience may be more accessible

50
Q

what is the halo effect

A
  • attributing positive characteristics to the ‘ideal pupil’
  • m/c teachers looking more favourably upon m/c pupils
51
Q

what do internal factors refer to?

A

factors within the education system which influence the differential achievement by different social groups

52
Q

what are the 3 internal factors that affect class differential achievement?

A
  • labelling
  • self fulfilling prophecy
  • subculture
53
Q

what is the impact of setting and streaming on a teacher’s perception of a student?

A
  • may effect how hard they push you
  • may not challenge lower set as much
54
Q

what did Rist find in regard to labelling?

A
  • teacher used info about pupils background+appearance to separate into groups
    -G1=tigers–> m/c, neat appearance, seated closer to teacher
    -G2/3=cardinals and clowns–> lower book levels, fewer opportunities, seated further away
55
Q

what did Becker find in regards to labelling?

A
  • based on interviews with 60 teachers, found that teachers judged pupils based on how closely they fit an image of ‘ideal pupil’
  • pupils work and appearance were key factors influencing judgements
    -teachers sat m/c ppl closer and w/c ppl further away as they viewed them as badly behaved
56
Q

how does Mirza criticise labelling theory?

A

labelling approach is too deterministic

57
Q

give an A03 of labelling regarding consistency

A
  • too many teachers for labels to be applied consistently
  • secondary school = multiple teachers
  • inconceivable that all teachers will label students the same way and treat them accordingly
58
Q

what is meant by self fulfilling prophecy?

A
  • teacher’s expectation of pupil begins to be embraced by pupil
  • label comes true
59
Q

describe Rosenthal and Jacobsen’s research regarding self fulfilling prophecy

A
  • all students did an IQ test
  • randomly picked 5 students and told teachers they were ‘late bloomers –> teachers believed they were smartest
  • at the end of the year the 5 ‘late bloomers’ got top grades
  • this shows SFP–> by accepting prediction, teachers brought it about
60
Q

describe Ireson and Hallam’s supporting research of self fulfilling prophecy

A
  • setting/streaming can have negative effect
  • may raise standards of top groups, but not lower groups
    eg; they found that low achievers in streamed maths performed worse than similar pupils in mixed ability groups
61
Q

describe setting and streaming

A

setting= based on academic ability per subject
streaming= based on ability grouped for all subjects

62
Q

give an A03 on self fulfilling prophecy regarding determinism

A
  • too deterministic
  • assumes all pupils who are labelled must fulfil the prophecy
    however…
    Fuller studied black yr 11 girls who were in low sets but achieving highly
  • this suggests labelling theory does not always lead to underachievement
63
Q

what is a pupil subculture

A
  • group of pupils who share similar values and behaviour patterns
  • emerge as a response to the way they have been labelled
64
Q

what are the characteristics of a pro-school subculture

A
  • commited to school values
  • gain approval through academic success
  • involved in wider school life
65
Q

what are some characteristics of anti-school subcultures?

A
  • lower streams
  • rejection of school values
  • disruption
  • not doing homework
66
Q

what are the two types of subcultures described by Mac An Gail

A
  • the academic achievers
  • the new enterprisers
67
Q

describe Mac An Gail’s academic achievers subculture

A
  • seek to achieve academic success
  • focus on traditional subjects such as english math and science
68
Q

describe Mac An Gail’s new enterprisers subculture

A
  • rejected traditional academic curriculum eg english and maths
  • motivated to study subjects such as business and computing
  • see this as the route to success
69
Q

why are w/c ppl more likely to form anti-school subcultures

A
  • they have lost status–> attempting to regain it
  • “status frustration”
70
Q

what is an A03 point of subcultures regarding Archer?

A
  • nike identities
  • girls gain symbolic capital from peers through construction of hypersexual femininity
  • combines black urban American styles with unisex sportswear, sexy clothes and makeup

sociology Education (10 decks)

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