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Sociology > Education - Class Differences In Educational Achievement: External > Flashcards

Education - Class Differences In Educational Achievement: External Flashcards

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Sociology 101 flashcards
1
Q

What % of pupils gained a 5 or more at GCSE whose parents work higher professional jobs?

A

83%

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2
Q

What % of pupils gained a 5 or more at GCSE whose parents work routine jobs?

A

44%

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3
Q

What % of pupils entering higher education in 2015 were from the most disadvantaged backgrounds?

A

19%

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4
Q

What % of pupils entering higher education in 2015 were from the most advantaged backgrounds?

A

57%

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5
Q

Centre for Longitudinal Studies (2007) and class achievement:

A

By the age of three, children from disadvantaged backgrounds are already more than a year behind those from a more privileged background.

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6
Q

Summarise ‘cultural deprivation’ theory and W/C children.

A

W/C children are not properly socialized into the basic values, attitudes, and skills (or cultural equipment) necessary for educational success; unlike M/C children, they are ‘culturally deprived’.

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7
Q

Give three examples of ‘cultural equipment in cultural deprivation theory.

A
  • Reasoning skills
  • Communication
  • Self-discipline
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8
Q

What are the three main aspects of cultural deprivation theory?

A
  • Language
  • Parents’ education
  • W/C subcultures
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9
Q

Hubbs-Tait et al (2002) and cognitive development:

A

The cognitive performance of children improves when parents use language that challenges their children.

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10
Q

Feinstein (2008) and W/C language:

A

Less educated parents are less likely to use the language Hubbs-Tait et al (2002) speaks of, resulting in lower performance. They are also less likely to use praise, this would help the child to develop a sense of their competence.

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11
Q

Bereiter and Engelmann (1966) and W/C language:

A

The language in lower-class homes is ‘deficient’: communication is through gestures, single words, and disjointed phrases. Children therefore never learn to communicate to understand ideas or have abstract thinking.

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12
Q

Bernstein’s (2008) and Restricted code:

A

Restricted code: W/C: short, often unfinished, grammatically uncomplex sentences: context-bound, assumes listener knowledge of events

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13
Q

Bernstein’s (2008) and Elaborated code:

A

Elaborated code: M/C: longer, grammatically more complex sentences with wider vocabulary: context-free, does not need listener knowledge of events

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14
Q

Why do different speech codes put M/C at a disadvantage in education?

A
  • Schools value elaborated code as ‘correct’ so M/C children immediately feel more comfortable in education, whereas W/C children will feel excluded.
  • Elaborated code is generally more useful for analysis and comprehension, making education easier.
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15
Q

How is Bernstein (2008) different from other cultural deprivation theorists?

A

He strikes a balance between internal and external factors: that how W/C children are socialized affects their education, but so does the school as it fails to teach them the elaborated code.

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16
Q

Douglas (1964) and the value of education:

A

W/C parents place less value on education so encourage educational achievement less, giving their children lower levels of motivation to try in school.

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17
Q

Feinstein (2008) and parents’ education:

A

Parents’ educational backgrounds are the most important factor affecting a child’s achievement and M/C parents are often better educated.

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18
Q

How do educated parents’ parenting styles affect achievement?

A
  • Educated parents emphasize consistent discipline and high expectations of their children, supporting achievement and exploration.
  • Less educated parents often use harsh or inconsistent discipline that inhibits independence and self-control.
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19
Q

How do educated parents’ educational behaviours affect their children’s achievement?

A
  • More aware of what is needed to assist their child’s education so are more likely to read to their children, teach them numbers and letters, etc.
  • More likely to establish good relationships with teachers.
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20
Q

How do educated parents’ use of outcomes affect their children’s educational achievement?

A
  • More income
  • More likely to spend income on the promotion of children’s educational success
  • More understanding of proper nutrition for better development
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21
Q

Bernstein and Young (1967) and use of income:

A
  • M/C mothers are more likely to buy educational toys, books, and activities to stimulate development.
  • W/C mothers lack the resources for such investments
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22
Q

How does the ‘W/C subculture’ affect educational achievement?

A

Large sections of the working class have developed a subculture with different values and goals from the mainstream, discouraging mainstream educational success.

23
Q

Sugarman (1970) and subculture:

A

The W/C subculture has 4 features that block educational success
- Fatalism: emphasizes that no amount of effort will change your status
- Collectivism: values being in a group more than individual success
- Immediate gratification: discourages making sacrifices for the future
- Present-time orientation: sees the present as more important than the future

24
Q

What is the source of the W/C subculture, according to Sugarman (1970)?

A
  • M/C jobs are secure and offer prospects for continuous individual growth, encouraging ambition and long-term planning.
  • W/C jobs are insecure and have no career structure, encouraging fatalism and present-time orientation
25
Q

Summarise the aim of compensatory education.

A

To intervene early in socialization to provide resources in deprived areas to mitigate cultural deprivation.

26
Q

Summarise ‘Sure Start’

A

3,500 local Sure Start children’s centres in the most deprived areas providing integrated education, care, family services, etc. to promote the physical, intellectual, and social development of the babies. Austerity has led to the underfunding or foreclosure of most centres.

27
Q

Give three studies that criticize cultural deprivation theory.

A
  • Keddie (1973)
  • Troyna and Williams (1986)
  • Blackstone and Mortimore (1994)
28
Q

Keddie (1973) and cultural deprivation:

A

W/C children are culturally different, not deprived; they are disadvantaged by a system that is dominated by middle-class values.

29
Q

Troyna and Williams (1986) and M/C speech:

A

Teachers have a speech hierarchy (M/C, W/C, black speak) that devalues and subjugates the M/C’s language.

30
Q

Blackstone and Mortimore (1994) and interest in children’s education:

A

W/C parents aren’t less interested in their children’s education: they work long and irregular hours or are put off by schools’ M/C atmosphere so do not have the resources to help.

31
Q

Define material deprivation:

A

W/C pupils underachieve due to poverty and a lack of material necessities such as housing and nutrition.

32
Q

Give two studies that link poverty to educational underachievement:

A
  • Department for Education (2012)
  • Flaherty (2004)
33
Q

Department for Education (2012) and free school meals:

A

Barely 1/3 of pupils eligible for free school meals achieve 5+ A*-Cs at GCSE, against nearly 2/3 of the population.

34
Q

Flaherty (2004) and non-attendance:

A

Money problems are a significant factor in younger children not attending school.

35
Q

What % of failing schools are in ‘deprived areas’?

A

90%

36
Q

What are the four aspects of material deprivation?

A
  • Housing
  • Diet and health
  • Financial support and the cost of education
  • Fear of debt
37
Q

How can pour housing have direct and indirect effects on educational achievement?

A
  • Direct effects: overcrowding may make it difficult for children to study and develop, families that live in temporary accomodation may disrupt their children’s schooling
  • Indirect effects: overcrowding can lead to accidents, and cold and damp may mean sickness; this means more absences.
38
Q

Marilyn Howard (2007) and nutrition:

A

W/C children have lower intakes of energy, vitamins, and minerals, weakening the immune system (more absences) and giving children less energy (for learning).

39
Q

Wilkinson (1966) and W/C mental health:

A

The lower the social class, the higher rate of hyperactivity and anxiety, both having negative effects on education.

40
Q

What is ‘the cost of free schooling’?

A

Bull (1980): W/C children often cannot afford equipment necessary to learning and miss out on supercurricular activities.

41
Q

Tanner et al (2003) and the cost of schooling:

A
  • Cost of items like transport and uniforms have a heavy
    burden on W/C families.
  • They have to use hand me downs and cheaper versions
  • Often stigmatised and bullied, discouraging standing out in education
42
Q

What do many W/C children have to do, due to lack of funds, and what is its effect on education?

A

Many have to work part-time jobs, having a negative impact on time for schoolwork/revision, energy levels, and metal health.

43
Q

How has austerity made higher education more difficult for W/C pupils?

A

Financial support, in the form of Education Maintenance Allowances, was abolished in 2011.

44
Q

Why does fear of debt effect W/C achievement?

A

W/C pupils are more likely to require loans to cover the cost of tuition, books, living expenses, etc. so are less likely to even apply to higher education.

45
Q

Callender and Jackson (2005) and debt aversion:

A

W/C pupils are more likely to be debt-averse; debt-averse pupils are 5x less likely to apply to uni.

46
Q

Why have changes to tuition fees discouraged W/C pupils?

A

Tuition fees have continuosly rose, further discouraging debt averse pupils from applying.

47
Q

How do finances affect where W/C students apply?

A

Reay (2005): W/C pupils are more likely to apply locally to save on travel and accomodation, restricting them from more prestigious unis.

48
Q

What are Bordieu’s (1984) three types of capital?

A
  • Cultural
  • Educational
  • Economic
49
Q

Outline Bordieu’s (1984) theory.

A

Material and cultural factors are not seperate, but interelated, they are cyclical in their perpetuation of one another.

50
Q

Outline Bordieu’s (1984) cultural capital

A

Similar to Bernstein’s theory, the culture and values W/C children are socialized into are deficent and discourage by the school system

51
Q

How do different types of capital (Bordieu (1984)) perpetuate one another?

A

M/C values can be used to get you more qualifications, which can get you more money, which gets you into the places where you lern more values.

52
Q

What is ‘selection by mortgage’?

A

Middle class parentscan afford to buy houses in catchment areas of nicer schools, driving up the cost of nearby houses.

53
Q

Sullivan (2001) and testing Bordieu (methodology):

A
  • Survey of 465 pupils in 4 schools
  • Asked about activities like reading and visiting museums.
  • Children who read complex fiction and watched TV documentaries (M/C) developed greater vocabulary
  • Even with the same level of cultural capital, M/C pupils did better than W/C

Sociology (9 decks)

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