Education Flashcards
Difference between internal factors + external factors
Internal- factors within schools and education system
External- factors outside education system
Cultural deprivation- language
Hubbs-Tait et al
-found where parents use language challenging children to evaluate their understanding/abilities = > cognitive performance
Bereiter + Englemann
-language in lower-class homes = deficient e.g. communicate by gestures/single words/disjointed phrases -> can’t take advantages of school opportunities
Bernstein- speech codes
-restricted: w/c, descriptive, grammar errors, short/simple sentences
-elaborated: m/c, wider vocab, complex/longer sentences, analytical
Evaluation: not all people with restricted code fail
Cultural Deprivation- parents’ education
Parenting style
-educated parents- discipline, > expectations, encourages active learning
Parents’ educational behaviour
-more aware, good relationships with teachers, educational visits
-Feinstein = m/c parents more supportive + more engaged with choices
-become harder for parents to get involved due to curriculum changes
-m/c parents earn more due to their education
Use of income
-money to promote educational success- Bernstein + Young = m/c mothers > likely to buy educational books, toys + activities
-w/c lack resources -> start school without intellectual skills
-educated parents = better understanding of nutrition + importance -> more nutritious foods
Evaluation:
-higher level of education X always = > money
Class, income + parental education
-m/c parents better educated
-Feinstein = parental education has an influence regardless of class/income
-better-educated parents = more successful children at school
-not all w/c children do badly + not all m/c children are equally successful
Working-class subcultures affecting education
Sugarman- 4 key features acting as barrier to educational achievement:
-Immediate gratification = rewards now, not later
-Fatalism = believe they won’t be successful, no matter what
-Low value on education = value alternatives instead
-Present-time orientation = present as > important than future, no long-term goals
-Collectivism = value being part of a group > than succeeding as an individual
Evaluation:
-should be teachers responsibility to stretch/challenge students
-pupil premium implemented for students from deprived backgrounds (BUT budget isn’t large enough, should also include resources)
-Blackstone + Mortimer = w/c attend < parents evenings, work for longer/inflexible hours, X that they’re X interested
Compensatory education
-Tackle cultural deprivation
-Target extra resources to culturally deprived children- lack skills, knowledge + attitudes- need to make up for it
-provides extra funds + resources to schools/communities in deprived areas
example: Sesame Street- to learn counting + alphabet
General criticisms of cultural deprivation
-cultural deprivation theorists ignore importance of wealth + income
-ignores impact of internal factors
-Keddie: w/c children culturally different + not culturally deprived- disadvantaged by m/c dominated education system- schools should build on strengths of w/c
-Keddie: sees cultural deprivation as a ‘myth’- victim-blaming explanation
-Troyna + Williams: schools have ‘speech hierarchy’
Stats linking poverty and educational underachievement
-DfE (2012)- barley 1/3 of FSM pupils achieved 5 or more A*-C GCSEs
-Flaherty- family money problems are significant factor in younger children’s non-attendance
-exclusion + truancy > likely for children from porter families- unlikely to return to mainstream education
- nearly 90% ‘failing’ schools - deprived areas
Material Deprivation- housing
-affects achievement directly + indirectly
-overcrowding- e.g. nowhere to do homework, disturbed sleep
-development impaired by lack of space for play/exploration
-temp accommodation- moving frequently- disrupted education
-cold/damp housing- illness
-more psychological distress
