EXTERNAL class difference in achievement

Question 1

name the three external explanations for class difference in achievement

Answer 1

cultural deprivation- includes class differences in norms and values acquired through socialisation, attitudes to education, speech patterns .etc

material deprivation- physical necessities of life such as adequate housing, diet and income

cultural capital- the values and attitudes needed to be successful at school

Question 2

what is the cultural deprivation theory

Answer 2

• a number of studies have argued that the values, attitudes and aspirations of parents have an important effect on their childrens education

Question 3

what did douglas say about the cultural deprivation theory

Answer 3

• Douglas found that w/c parents placed less value on education
• As a result they were less ambitious for their children gave them less encouragement and took little interest in school these parents were less likely to visit schools and discuss progress with teachers

Question 4

what did feinstein say about the cultural deprivation theory

Answer 4

• feinstein also agreed with douglas
• m/c parents tend to be better educated this leads to more discipline and higher expectations of their children
• these parents are more aware of what is needed to assist in educational progress and are in a better position to give advice and recognise the value of activities such as reading and school trips
• w/c parents are unlikely to give their children educational toys and activities that will stimulate their thinking and reasoning skills and less likely to read to them. this affects their intellectual development and so when they begin school they are at a disadvantage compared to middle class children

Question 5

evaluate the cultural deprivation theory

Answer 5

• class does not always determine profession/career and many w/c parents are educated
• cultural deprivation theories cannot explain why some w/c pupils are successful in school

Question 6

cultural deprivation: Bernstein speech codes

Answer 6

• Bernstein argued that the working-class have a limited vocabulary and the middle-class have a wider vocabulary equipped with longer grammatical sentences which offered them a cultural advantage in school
  -the speech code used by the working class is called the restricted speech code this speech code is descriptive and context bound the speaker assumes the listener shares the same set of experiences therefore working-class children grow up incapable of abstract thinking and unable to use language that describes explains or compares
  Whereas the middle-class speak in the elaborated code this is a wider range of vocabulary longer more complex sentences this type of speech communicate abstract thinking and his context free (he concluded that this gives m/c an advantage in schools

Question 7

cultural deprivation: Bernstein evaluation

Answer 7

• unlike other cultural deprivation theorists Bernstein does acknowledge that both the family and skills influence achievement he argues the working-class underachieve as the school/teachers failed to teach them how to use the elaborated code

Question 8

cultural deprivation: sugarman- subcultures

Answer 8

• working class subculture emphasises the following values:Fatalism- a belief in fate what will be will be you cannot change your status or position in societyImmediate gratification- preference of immediate pleasure/reward without regard for long-term consequences for example going out with friends instead of completing homework

Present time orientation- the present is more important the long-term goals

Collectivism value being part of working-class culture and being a group/community. Less interested in individual goals

• middle-class subculture emphasises the five gratification the postponing of immediate rewards or pleasures with the aim of producing a greater reward at a later date for example staying home to revise rather than going out with friends to gain success in exams
• m/c at an advantage socialised into values of educational success

Question 9

cultural deprivation: sugarcane subcultures evaluation

Answer 9

• Members of the working class may be realistic rather than fatalistic. They may defer gratification if they have the resources to defer. They might be future orientated if the opportunities were available

Question 10

what is material deprivation

Answer 10

material deprivation refers to the lack of physical resources such as money, room, equipment etc. which may have an adverse effect on the educational achievement of working class children.

Question 11

material deprivation- housing

Answer 11

direct and indirect impact
overcrowding makes it harder to study and means less room for educational activities/homework and disturbed sleep etc.
indirect- health and welfare of children can be affected. Greater risk of accidents, ill health due to housing conditions… absence from school

Question 12

material deprivation- diet and health

Answer 12

Howard (2001)- children from poor families have lower intakes of energy, vitamins and minerals. Poor nutrition then affects health- weakens immune system and causes illness. Absence from school affects achievement 
Difficulties concentrating in class due to hunger/lack of energy

Question 13

What is cultural capital

Answer 13

- Bourdieu uses the concept of cultural capital to explain why middle class students are more successful. 
He uses the concept of cultural capital to refer to the knowledge, attitudes, values, language, tastes and abilities of the middle class.
He sees middle class culture as capital because it can be translated into wealth and power and gives an advantage to those who have it. This is because the culture, knowledge and language of the school fits more closely to middle class students have an in built advantage. 
On the other hand the children of working-class parents experience a cultural deficit. They soon realise that the school and teachers attach a little importance to their experiences and values as they may lack the cultural capital necessary for educational success.

Question 14

Cultural capital evaluation

Answer 14

Alice Sullivan used questionnaires with 465 pupils in 4 schools ask them about a range of activities including reading TV or galleries museums and theatre. She tested vocabulary. 
She found that those who read complex fiction and watch series TV documentaries developed a wider vocabulary and greater cultural knowledge (greater cultural capital). Children of the greatest cultural capital were children of graduates who are most likely to be middle-class.
However cultural capital only counted for part of the class difference. 
Middle-class pupils were still outperforming working class with the same level of cultural capital.
Therefore the greater resources and aspirations of the middle class are significant in outcomes.