Evaluate the View That External Factors Are the Main Cause of Social Class Differences in Educational Achievement" Flashcards
P1: What is the main argument about material deprivation?
Working-class students are more likely to experience material deprivation, which negatively affects their educational achievement.
How does *** (1964) explain the impact of material deprivation?
Douglas found that working-class students had poorer home conditions, which affected their ability to study effectively.
How does material deprivation affect working-class students?
Working-class students are more likely to experience overcrowded housing, lack of quiet study space, poor diet, and financial barriers (e.g., not affording private tutors or educational trips).
How does material deprivation contribute to class differences in achievement?
These factors put working-class students at a disadvantage compared to middle-class students, who have the resources to succeed.
What is a criticism of material deprivation as the main cause of class differences?
Labelling theorists argue that schools reinforce inequalities through negative teacher expectations and streaming, which limits working-class students’ opportunities.
P2: What is the main argument about cultural deprivation?
Working-class students may lack the cultural skills and knowledge needed for academic success.
How does ***(1975) explain cultural deprivation?
Bernstein argued that working-class students are more likely to use a restricted speech code, while middle-class students use an elaborated code that aligns with the school curriculum.
How do middle-class parents provide cultural advantages?
Middle-class parents are more likely to engage in intellectual stimulation (e.g., reading to their children, visiting museums, engaging in discussions), which helps develop skills needed for success in school.
How does cultural deprivation contribute to class differences in achievement?
Middle-class students’ use of an elaborated speech code and exposure to high culture aligns with the school curriculum, giving them an advantage.
What is a criticism of cultural deprivation theory?
Keddie (1973) argues that working-class culture is not ‘deprived’ but simply different. Schools fail to value this culture, which disadvantages working-class students.
P3: What is the main argument about parental attitudes and socialisation?
Parental attitudes towards education can shape children’s success, affecting their aspirations and work ethic.
How does *** (1970) explain the impact of parental attitudes on educational achievement?
Sugarman argued that working-class students are more likely to have an immediate gratification mindset, prioritising short-term rewards (e.g., getting a job early) rather than long-term academic success.
How do working-class and middle-class parents differ in their attitudes towards education?
Working-class children may be encouraged to leave school early to start earning money, while middle-class parents promote deferred gratification, encouraging their children to work hard in school for future success.
How do parental attitudes contribute to class differences in achievement?
The difference in socialisation leads to lower aspirations among working-class students, widening the social class gap in educational achievement.
What is a criticism of Sugarman’s view on parental attitudes?
Marxists argue that working-class children do not simply choose immediate gratification—the capitalist system forces them into it. Bourdieu (1984) suggests that working-class students lack the economic capital to afford deferred gratification (e.g., going to university) because they need to work earlier to support their families.
