External - class Flashcards
Cultural deprivation (speech codes) - Bernstein (1975)
E - Bernstein argues two types of speech codes - restricted code (WC), elaborated code (MC)
E - The elaborated code has a wider vocabulary and uses more complex sentences. This type of code is contacts free and is what they use within education meaning Mc students tend to outperform WC.
E - Rosen (1972) argues he overgeneralises WC language practices - doesn’t consider diversity within WC community.
Material deprivation (costs of education) - Bull, Tanner et al (2008)
E - Bull argues MC families have more money to pay for fees in education such as textbooks, uniform etc. Tanner found that costs of transport, uniform, books, computers, sports places a heavy burden on WC family.
E - Poorer children have to deal with hand, me downs, and cheaper equipment leading to them being bullied by MC leading to them having a low self-esteem - underachieve.
E - Kane critics this as she argues this view overlooks deeper systemic issues such as class based discrimination and stigma of WC identity.
Cultural capital - Bourdieu (1984)
E - Bourdieu argues cultural capital refers to knowledge, attitudes, values, language, tastes, and abilities of the MC. He sees middle-class culture as a type of capital as it has an advantage in school
E - knowing how to play, chess puts these kids acting advantage in school as it increases their thinking skills.
E - Seim & MCcarthy - he prioritises social positioning over dynamics of labour and production - argue this focus on symbolic capital undelete struggles, overlooks, material conditions, and labor relations that shape social structures.
Cultural deprivation (parents education) - Douglas (1964)
E - Douglas found working class parents, place less value on education this lead to them being less ambitious about their children succeeding.
E - This isolated them to take less interest in helping their child. They didn’t visit schools to discuss their child’s progress causing their child to have less levels of motivation.
E - Lareau argues MC parents engage in “concerted cultivation” meaning they actively organize their children’s educational experiences and interactions with institutions. In contrast, WC parents may adopt a natural growth approach providing care.
Material deprivation (fear of debt) - Callender & Jackson (2005)
E - Callender and Jackson found WC students are more depth adverse - gaunt to uni means having to pay off debt such as living expenses, textbooks.
E - this means they see debt negatively and tend to not go to university to avoid these problems 81% of MC students receive help from parents however 43% of lower class had help.
E - Taylor & Jabari argue it’s not an individual concern but are deeply rooted in systematic issues e.g. capitalism - ‘insecurity machine’ that exploits individuals through debt, making them feel insecure and powerless.
Cultural deprivation (parents educational behavior) - Bernstein & Young (1977)
E - Bernstein and Young argues MC mothers are more likely to buy educational toys, books and activities to encourage reading skills.
E - They do this to stimulate intellectual interest from an early age, so starting school becomes easier for them as it would, for working class homes who are more likely to lack resources.
E - Critics argue the focus too much on material resources, overlooking other factors, influencing educational outcomes - studies have shown quality parent to child interactions e.g. reading together, impacts a child academic success positively.
