Explanations of differential achievement- class Flashcards
Douglas
Outside- Significant factor is parental interest.
Feinstein
Outside- Parents education determines child’s achievement.
Bernstein
Outside- Restricted vs elaborated codes (language).
Sugarman
Outside- Immediate gratification, fatalism, collectivism (culture).
Willis
Outside- Didn’t value, anit- school (culture)
Boudieu
Outside- Education favours MC culture so WC can’t succeed. (culture capital)
Gerwitz
Outside- competition between schools benefits MC who can afford to make choices (cultural and economic capital).
Smith and Noble
Outside- financial barriers e.g computers, desk, uniform.
Raey
Outside- lack economic capital to gain cultural capital.
Calender and jackson
Outside- WC more scared of debt so less likely to go to uni.
Wilkinson
Outside- Poorer homes more likely to have emotional/behavioural problmes.
Hernstein and jensen
Outside- 60-80% intelligence is genetic.
Becker
Inside- Teachers labelling MC as “ideal” and WC the opposite, leads to self-fulfilling prophecies (labelling).
Rosenthal and Jacobson
Inside- Pygmalion effect, random kids labelled at “spurters” teachers focused on them and they made a 47% improvement.
Keddie
Inside- teachers expectations of lower class were low so they didn’t put in effort, so they achieved less.
