Education - Social Class Flashcards
1
Q
Patterns of attainment statistics
A
- In 2014/15 30% of FSM students got 5 A*-C compared to 60% of non FSM students
- In 2019 25% of disadvantaged pupils achieved a 5 or higher in English + Maths compared to 50% of other pupils
- 40% of the gap between disadvantaged and advantaged 16 year olds has emerged by age 5
- By age 3, disadvantaged children are around 18 months behind advantaged peers
- 2/5 disadvantaged 5 year olds aren’t meeting literacy standards
2
Q
Material Deprivation
A
Being deprived of necessities like adequate housing and income.
3
Q
Smith and Noble *
A
External, material
- Insufficient funds (hidden costs of education, textbooks, trips etc)
- Ill health (Marilyn Howard - w/c diets lack nutrients, no breakfast, lack of concentration)
- Home environment (overcrowding, nowhere to do work, damp conditions affect health)
- Marketisation of schools (cream skimming, attracting better students)
4
Q
Shropshire and Middleton
A
External, material
- Children from poor families are aware of parents poverty
- Older children educational aspirations to earn wages sooner
5
Q
Gibson + Asthana *
A
External, material
- Correlation between low income and poor educational performance
- High levels of sickness so more absences
- Hidden costs
- Tuition fees give young people anxiety about higher education
- Young people are likely to have a part time job so conflict between education and job
6
Q
Marilyn Howard *
A
- W/c have poor nutrition
- Weaker children = more absences
- Poor housing
7
Q
Forsythe and Furlong
A
External, material
- Cost of higher education and prospect of debt are putting bright w/c off
- Poorer students tend to work in long part time hours
8
Q
Payne
A
External, material
- M/c families place higher value on education
- At A-level, push moderate m/c further than bright w/c
- M/c families discourage part time roles and support financially
9
Q
Covid affect on poor children
A
- Before Covid, w/c we’re 9 months behind at the end of primary, after they became 18 months behind
- 60% of primary schools had no live lessons, 50% of secondary
10
Q
Cultural Deprivation
A
Being deprived of norms, values, attitudes and behaviours needed for academic success.
11
Q
Herbert Hyman *
A
External, cultural
- Self imposed barrier to improving their position
- Short term oriented
- Pessimistic about their own position
12
Q
Barry Sugarman *
A
External, cultural
- Fatalistic, accepting situation rather than trying to improve it
- Instant gratification rather than deferred gratification, no sacrifice for rewards, enjoyment of present pleasure
- Collectivism, loyalty to group rather than individuals and achievement
13
Q
Douglas *
A
External, cultural
- Lack of parental interest
- Less attention during primary socialisation
- Differences in attainment between same age and ability children but different social class
- May be due to parents working longer hours
14
Q
Bernstein *
A
External, cultural
- Restricted speech codes (unfinished sentences, tone and gestures are used more than expressive words) are used by working class, children may not fit with elaborated in schools
- Elaborated speech codes (verbalise meaning and fill in details) are used by the middle class and schools
15
Q
Nell Keddie
A
Counter argument to cultural
- Culturally different not deficit
- Victim blaming
16
Q
Bordieau
A
External, cultural
- Cultural capital is the cultural elements of the middle/upper class, leads to higher attainment as they have visualisation and help and furthermore economic capital
- Habitus is the assumption of good or bad taste
17
Q
Becker *
A
Internal
- Most teachers share a common image of the ‘ideal type’ - intelligent, motivated, polite
- Lead to both positive and negative labels about students
- M/c more likely to fit into ideal type
- Teachers expectations affect self images and attainment
18
Q
Rist
A
Internal
- Children placed in groups based on information from homes
- Those ‘most likely to do well’ placed closer to the teacher
- ‘Ability groups’ are common
19
Q
Rosenthal and Jacobson
A
Internal
- Teachers told that students can be identified as spurters/bloomer based on IQ test to predict who will advance lots
- Those labelled achieved a mean gain in IQ scores at the end due to labelling
20
Q
Steven Ball
A
Internal
- Mostly m/c placed in top band, conformist and enthusiastic
- Top band continued to conform and work hard
- Middle band had deteriorating attendance, poor academic performance
- Lowest had SEN
- Top band was warmed up, middle band was cooled down
21
Q
Paul Willis
A
Internal
- W/c boys formed a counter school culture
- Think education is feminine
- Saw manual jobs as superior
22
Q
Louise Archer
A
Internal
-M/c believe their habitus is better
- Schools devaluate w/c habitus
- Nike identity
