differential educational achievment Flashcards
what is the difference between internal and external factors
An external factor is something that affects educational achievement outside of the school, whereas an internal factor is something that affects achievement in the school for example labelling
what is a useful way to measure social class and achievment
- eligibility for FSM
- a significant achievment gap is apparent
at GCSE between 26-28%
in 2014-15 60% of pupils non FSM got 5 GCSEs A-star to C only 33% eligible for FSM go the same
what is cultural deprivation
- cultural deprivation
, Sugarman and Hyman argued that pupils could be culturally deprived as well as materially deprived - they argued working class parents are less interested in school than middle class
- Bernstein - elaborate and restricted speech codes
frammaticly simple
what are the criticisms of cultural deprivation theory
- not just cultural deprivation but material deprivation
-marxists argue cultural deprivation theorists blame working class parents for underachievement for their children but these parents are really the victim of unequal society
what is material deprivation (external factor)
- the inability to purchase neccesary resources
- some pupils do not have enough food, heating, educational resources
- research shows poor diet affects educational achievment (Howard)
-lack of internet access books, holidays etc - more like to have part time work, takes up study time
children form wealthier backgrounds can afford private tuition
what are the external factors of social class differences
- cultural deprivation
- material deprivation
-cultural capital
what is cultural capital
- having the skills, knowledge, notes and values that aid in getting ahead in life
- economic capital wealth
- social contacts that can open doors and opportunities
- marxist theory coined by bourdieu
- recognises cultural differences between social classes but not the idea that one is supperior to the other
- Boudieu argues each class has its own cultural framework, norms and values – this is the habits
- middle class culture coincides with the culture of education
-Alice sullivan - carried out a questionnaire on 465 year 11 students across 4 schools to assess their cultural capital
found that read complex fiction and those who watched cserious tv documentaries had more knowledge and indicating a higher cultural capital - more likely to be middle class
what are the internal factors affecting social class
- labelling
- anti school sub-cultures
what is labelling
- mc labelled as intelligentt whereas wc pupils labelled unintelligent leading to a self fulfilling prophecy for both
- Becker, interviewed 60 teachers form Chicago high schools about their attitudes towards pupils
found that teachers were more enthudiastic and attentive to mc students and were less to wc students
what is an anti-school sub-culture?
- Collin Lacey found that streaming can lead to pro-school sub-cultures formed by pupils in higher streams, anti school sub-cultures formed in lower streams more likely to be working class pupils in sub-cultures that do not value educational achievment
different language does
achievement for gender statistics
achievement gap in GCSE grew through the last decade to reach 9% in 2016,
more girls get Astars than A’s
girls outperform boys as A-level
only 45% of all A-levels were sat by boys in 2017
- more girls than boys in higher education
- until recently boys outperformed girls in science and maths
what are the external factors of diferential achievment in gender
– at the same time as girls performance has improved women’s role in society has changed
- more women going to work
- more women in leadership positions
- more female role models
makes educational achievement more relavant and attractive, women can use their educational achievment to get on thanks to
1. the feminist movement changing attitudes to women’s social role
2. change in the nature of work for women
3. changes in family life and fam structurre
4. changing media representation of women and girls and social expectations
what was Sue Sharpe study on educational achievment in gender
she conducted a study in 1976 to see the change of attitudes, life goals and expectations of school girls
- interviews and research with working class girls in London
- in 1976 after the equal pay act and sex discrimination act 1975 she found girls attach little importance to education
she resisted in 1994 and found that it had reversed, girls put careers first
they were confident and ambitious and and committed to gender equality
what are the internal factors of differential achievement in gender
- reasons girls used to underperform:
- teachers had low expectations of girls
- textbooks and reading schemes reinforcing gender stereotypes
- Becky Francis - boys dominating the classroom and teacher attention
- schools encouraging passivity from girls
- girls worrying intelligence is unattractive to boys
influence of careers advice