Educational Achievement - Social Class

Question 1

Social Class Gap

Answer 1

• Perry and Francis (2010) found social class remains strongest predictor of educational achievement.
• Gove - “thick, rich kids do better than poor, clever children”
• By 3 years old, poor children are about a year behind richer ones.

Question 2

External Factor - Material Deprivation (Housing)

Answer 2

• Overcrowding = hard to study/do homework and get good sleep.
• Poor housing can lead to bad health or accidents.
• Temporary accommodation can lead to psychological problems.

Question 3

External Factor - Material Deprivation (Diet & Health)

Answer 3

• Howard (2001) - poorer homes have lower intake of energy, vitamins and minerals - affect the immune system and lower energy levels.
• Leads to difficulty concentrating.

Question 4

External Factor - Material Deprivation (Finance)

Answer 4

• Poorer children go without equipment or miss out on experiences.
• Tanner et al (2003) - cost of transport, uniform, books etc. places a heavy burden on some families.
• Ridge (2002) - poorer children take on jobs - negative impact on schoolwork.

Question 5

External Factor - Cultural Deprivation (Intellectual Development)

Answer 5

• Many WC homes lack books and toys etc. that stimulate a child’s development.
• Douglas (1964) found that 74% of high ability UMC students gained good O Levels compared to 37% of LWC.
• Douglas found that MC socialisation patterns lay a better foundation for educational achievement.
• Bernstein and Young (1967) - MC mother more likely to pick toys that encourage thinking and reasoning skills.

Question 6

External Factor - Cultural Deprivation (Attitudes and Values)

Answer 6

• Douglas argues parental interest is most important factor affecting educational progress - MC parents care more.
• Hyman (1967) - WC believe they have less opportunity and so don’t try.
• Sugarman (1970) - WC subculture features: Present-time orientation, Immediate gratification, Fatalism, Collectivism - he believes this is because class occupations produce differences in attitude.

Question 7

External Factor - Cultural Deprivation (Language)

Answer 7

• Bereiter and Englemann (1966) - WC language is deficient and so children fail to develop skills needed to do well in school.
• Bernstein (1975) claimed MC children have the ‘elaborated code’ and WC children use ‘restricted code’.
• The ‘elaborated code’ is used in education meaning the MC children do better.
• WC pupils feel excluded at school and are less successful.

Question 8

External Factor - Cultural Capital

Answer 8

• Knowledge, attitudes, values and tastes of MC.
• MC culture is a capital as it gives the people who have it an advantage.
• Bourdieu (1977) - links between class structure and experience in schooling leading to the MC staying MC and WC remaining WC - unlike cultural deprivation theorists he doesn’t blame WC children, he blames the education system.

Question 9

External Factor - Cultural Capital (Bourdieu)

Answer 9

• MC children have an advantage as the education system values their culture, language etc.
• They can therefore meet the demands of the curriculum and do well.
• WC children feel devalued and rejected leading them to just stop trying.
• Bourdieu therefore believes the education system reproduces the dominant class.

Question 10

• External Factor - Cultural Capital (Sullivan)

Answer 10

• Sullivan (2001) did questionnaires and found those who read complex fiction and watched documentaries developed a wider vocabulary and greater cultural knowledge.
• Ball (1991) and Gerwitz (1995) - MC parents have more cultural capital and can ensure school places in a school of their choice.

Question 11

Critique of Cultural Deprivation

Answer 11

• Keddie (1973) - Dismisses idea of cultural deprivation as a child can’t be deprived of its own culture.
• WC culture is different not deficient - WC children do worse as they’re put at a disadvantage by school.
• Troyna and Williams (1986) - Problem isn’t language but the school’s attitude towards it.

Question 12

Attempts to reduce the Social Class Gap

Answer 12

• Sure Start - financial help for childcare, home visits, play centres for pre-school children.
• Education Action Zone - provided additional funding to schools.
• Aim Higher - raise the aspirations of certain groups.
• Educational Maintenance Allowance - payments to students from low-income backgrounds.