Ed_Y1_ key sociologists/studies/terms

Question 1

Cultural Deprivation

Answer 1

Cult Dep. theorists argue WC children are not adequately socialised so therefore they are culturally deprived

Question 2

Bereiter and Engelmann (1966)

Answer 2

WC language is deficient. They communicate mainly through single words and gestures. It is inadequate.

Question 3

Bernstein (1975)

Answer 3

Language Codes.

Elaborated code - wide range of vocabulary using complex sentences. It is context free.

Restricted code - limited vocabulary and is generally short sentences and gestures. It is context bound

Question 4

Bernstein speech codes. Why?

Answer 4

Elaborated code is used by teachers and in schools/textbooks. MC have an advantage. School fails to teach WC kids restricted code.

Question 5

Douglas (1964)

Answer 5

Parental intervention matters - WC parents place less value on education.

Question 6

Bernstein and Young (1967)

Answer 6

MC mums more likely to buy books/toys/activities that stimulate intellectual development and an interest in education

Question 7

Feinstein

Answer 7

Parental education matters regardless of class/income

Question 8

Sugarman

Answer 8

PIFCo

these 4 features are barriers to educational achievement

Question 9

Operation Headstart

Answer 9

Early intervention for “planned enrichment” as a means of providing extra resources for WC mums.

Question 10

Keddie (1973)

Answer 10

Believes that WC are not deprived. They are culturally different but the education system fails to recognise this.

Question 11

Troyna and Williams

Answer 11

School attitude toward language matters - “speech hierarchy”

Question 12

Blackstone and Mortimore

Answer 12

WC parents are less likely to attend parents evening - could be intimidated by MC atmosphere in school. They may work longer or less-regular hours so cannot attend.

Question 13

Material Deprivation - Dept of Education (2012)

Answer 13

Barely 1/3 of FMS pupils achieve 5 GCSEs at A*-C grades.

Exclusion and truancy is more likely. 1/3 of consistent truants leave school with no qualifications

Question 14

Housing

Answer 14

Direct - poorer children may live in overcrowded houses. May have no space for homework to be completed and may suffer from a lack of sleep due to shared rooms.

Indirect - damp/cold houses may cause illness. Poorer students are more at risk of accidents in the home.

Question 15

Diet & Health

Answer 15

Children from poorer homes are more prone to emotional/behavioural problems.

Question 16

Wilkinson (1996)

Answer 16

The lower the social class, the more likely they are to have anxiety/hyperactivity and conduct disorders. More likely to engage in “externalising” behaviour.

Question 17

Tanner (2003)

Answer 17

Cost of uniform/books/equipment etc may place burden on poorer families.
may rely on hand-me-downs which could result in bullying.
Poverty acts as a barrier to learning in advantaged ways.

Question 18

Mortimore & Whitty (1997)

Answer 18

Material factors have the biggest impact. Robinsons (1997) agrees saying tackling child’s poverty would be the best way to boost achievement

Question 19

Bourdieu - Cultural Capital

Answer 19

refers to knowledge, attitudes, values, language and MC ability. through socialisation, mc kids are able to grasp ideas and develop intellectual interests.

Education system favours MC culture.

Question 20

Bourdieu - Educational/Economic capital

Answer 20

Similar to cultural capital. economic can be specified as MC parents are able to send children to private school and for extra tuition where MC Cultural Capital is emphasised.

Question 21

Sullivan (2001)

Answer 21

Conducted a questionnaire across 4 schools. asked about a range of activities ie watching TV, Reading, Art gallery visits etc.
MC generally read complex fiction and watched serious documentaries. they were more elaborate in vocabulary etc.

Question 22

Becker (1971)

Answer 22

teachers label students depending on how close they fit the “ideal pupil”

Question 23

Dunne & Gazellen (2008)

Answer 23

labels cause persistent underachievement of WC pupils . interviews from 9 english state schools found WC underachievement was ‘normalised’

Question 24

MC have more access to resources

Answer 24

Teachers gave MC students extension work as MC underachievement can be overcome but WC can’t and WC students are entered for easier exams.

Question 25

Rist (1970)

Answer 25

MC faster learners so put in sets labelled ‘tigers’, ‘lions’ etc

WC labelled as ‘clowns’, ‘cardinals’ and seated further away. receive less teacher attention

Question 26

Rosenthal & Jacobsen

Answer 26

provide evidence for SFP. students labelled as dim are less likely to try and those labelled as bright try harder and achieve more.

Question 27

Setting and Streaming

Answer 27

Becker - wc is not seen as the ideal pupil therefore is placed in lower sets and it is then difficult to move up the sets.

Question 28

Gilbourne & Youdell (2001)

Answer 28

study of 2 london secondary schools. WC & black pupils are viewed as having less ability and so are placed into lower sets where there is a denial of knowledge

Question 29

Educational Triage

Answer 29

Gilbourne & Youdell.
Those who will pass.
Those who are borderline C/D.
Those who are hopeless