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Sociology - Education > Education - Social class > Flashcards

Education - Social class Flashcards

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Sociology 101 flashcards
1
Q

What are the Internal factors that affect educational achievement between social classes ?

A

. SFP

. Labelling

. Pupil / teacher interactions

. Subcultures

. Streaming / setting

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2
Q

Who evaluated ‘Streaming and Subcultures’ in social class achievement ?

A

Mac An Ghali

Willis - ‘The lads’

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3
Q

Mac An Ghali ~ Streaming and subcultures

A

Identified that students placed in higher streams in education - typically M/C retain the values / stay committed to the values of the school

  • in turn falling into a ‘pro-school subculture’
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4
Q

Willis ~ Subcultures

A

Study on 12 W/C boys - ‘The lads’
. Focused on the 3f’s rather than the rules of education
-
-
-

They found manual labour work to be more appealing and so fell into an anti-school subculture

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5
Q

Who evaluated Labelling in social class achievement ?

A

Internationalist Becker

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6
Q

Becker ~ Labelling

A

Identified labelling to be a process of attaching a label to a student based on their ‘ability’

. Teachers may label students as ‘bright’ or ‘trouble makers’

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7
Q

What is the result of Becker’s ~ Labelling ?

A

labelling can in turn cause :

. Polarisation into an anti-school subculture
. setting and streaming
. banding
. SFP - self fulfilling prophecy

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8
Q

How does ‘SFP’ affect educational achievement in social classes

A

As a consequence of labelling - students may feel the need to live up to the constant positive labelling - becoming the ideal student

  • Lead to a low self - esteem ~ creating a self-imposed barrier
  • Causality of the halo effect
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9
Q
A
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10
Q

What are the External factors that affect educational achievement between social classes ?

A

.Cultural deprivation

. Material deprivation

. Cultural capital

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11
Q

What is ‘cultural deprivation’ ?

A

The lack of norms and values - things that define habitus

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12
Q

What is ‘material deprivation’ ?

A

The lack of money - lacking neccesities that impact education

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13
Q

What factors make up ‘cultural deprivation’

  • Cultural deprivation
A

. Language

. Speech codes

. W/C Subcultures

. parental interest

. Parental education.

. Cultural capital

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14
Q

Who evaluated ‘Language codes’ in social class achievement ?

A

Hubbs-Tait El Al

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15
Q

Hubbs-Tait El Al ~ Language codes

A

Hubbs-Tait El Al argued that :

.M/C parents who used more challenging language with their children - improved their cognitive ability
~ possible due to M/C elaborated speech codes

Whereas W/C had restricted speech codes and as such cannot use more challenging language

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16
Q

Who evaluated ‘Speech codes’ in social class achievement ?

A

Bernstein

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17
Q

Bernstein ~ speech codes

A

Bernstein evaluated two different speech codes that divide the classes :

. W/C = restrictive code
- Limited vocabulary + short grammatically simple sentences

. M/C = elaborated code
- Wider vocabulary + grammatically complex sentences

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18
Q

How does the M/C having ‘Elaborated speech codes’ put them at an advantage over the W/C having restricted speech codes ?

A

Elaborated speech code - M/C is favoured by teachers and exam markers and used in schools - therefore favouring the M/C and ignoring the W/C

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19
Q

Who evaluated ‘W/C subcultures’ in social class achievement ?

A

Sugarman

20
Q

Sugarman ~ W/C subcultures

A

identified that subcultures have 4 Key features that act as barriers to educational success :

. Fatalism = belief in inevitable failure / fate

. Collectivism = rather be a part of a group than succeed as an individual

. Immediate gratification = Would rather feel pleasure now than wait for a better reward

. Present - time orientation = seeing the present as more important than the future

21
Q

Evaluation of Sugarman’s ‘W/C subcultures’

A

Not everyone fits in these categories - some people might be in more than 1

22
Q

Who evaluated ‘Parental education’ in social class achievement ?

A

Douglas

23
Q

Douglas ~ Parental Education

A

Identified that W/C parents place less value on education

  • by putting low expectations from their children which in turn causes them to not be encouraged to do their homework
  • W/C parents were also less involved in things such as school events and parents evenings
24
Q

How does Douglas’ ‘parental Education’ affect educational achievement in social classes ?

A
25
Q

Who further evaluates on Douglas’ ‘Parental education’ ?

A

Feinstein

26
Q

Feinstein ~

A

Agrees with Douglas’ evaluation - and argues that parental education is the most important factor in achievement

27
Q

Who evaluated ‘Cultural capital ‘ in social class achievement ?

A

bourdieu

28
Q

Bourdieu ~ cultural capital

A

Identified 3 types of capital :

> Cultural capital

> Educational

> Economic capital

29
Q

What is Bourdieus ‘Cultural capital’ ?

A

Represents Knowledge, values, language and abilities of the M/C - like wealth it gives an advantage to those who have it

30
Q

What is Bourdieus ‘Educational and economical capital’ ?

A

They support one another as educational capital is more achievable when you have economical wealth and economical wealth is better achieved with educational capital

31
Q

Who critiques ‘Cultural Deprivation’

A

Keddie

32
Q

How does ‘Keddie’ Critique ‘cultural deprivation’

A

They argue that - ‘Cultural deprivation is a Myth’

. Argued that CD is used as an excuse to explain underachievement for W/C

  • Sticks to the idea that a child cannot be deprived of their own culture and that W/C children are culturally different not Culturally deprived

. W/C children fail because the education system supports M/C values which puts W/C at a disadvantage

33
Q

What factors make up ‘material deprivation’

A

. Housing

. Fear of debt

. Diet and Health

. FSM - Free school meals

. Cost / hidden cost of education

. Mental health

34
Q

How is ‘Housing’ a factor of educational achievement in social classes

A

Overcrowding in households negates a students ability to study and complete homework in a ‘stable’ environment.

  • as such they fall behind in educational content
35
Q

Who evaluated ‘Fear of debt’ in social class achievement ?

A
36
Q

How is ‘FSM’ a factor of educational achievement in social classes

A

People that are illegible for FSM typically do worse in school in comparison to those who are not

37
Q

Evaluation of FSM

A

Free school means allow children to get the nutrition they need at school to keep them focusing on their work

  • however, some children deny FSM because of Stigmatisation
38
Q

Who evaluated ‘Diet and health in social class achievement ?

A

Marilyn Howard

39
Q

Marilyn Howard ~ Diet and Health

A

Identified that people of low income households ingest less nutrients and vitamins - in turn this affects physical health = more absences from school

40
Q

Who evaluated ‘Cost of education in social class achievement ?

A

. Teressa Smith and Micheal Noble

. David Bull

41
Q

Teressa Smith and Micheal Noble ~ Cost of education

A

Argue that poverty is a barrier to education and puts those less fortunate - W/C - at a disadvantage

42
Q

David bull ~ Cost of education

A

Identified the ‘secondary costs’ of education that further present a barrier to education for the W/C - known as the : ‘cost of free living’

. Transport
. Uniform
. Notebooks / Textbooks

43
Q

How is the ‘Cost of education ‘ a factor of educational achievement in social classes

A

. W/C cannot afford private schooling

. M/C have more access to textbooks / knowledge

. Usage of internet may be limited for the W/C

44
Q

Perry and Francis ~ Educational achievement

A

Argue that social class remains the strongest predictor of educational achievement

45
Q

Micheal Gove ~ Rich and poor children

A

“Rich thick kids do better than poor clever kids even before they start school”

Sociology - Education (8 decks)

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