External class differences

Question 1

What is restricted code according to Bernstein (1975)?

Answer 1

W/C, limited vocab, short unfinished simple sentences, predictable & single words, descriptive not analytic, context-bound

Restricted code is often associated with working-class communication styles.

Question 2

What is elaborated code according to Bernstein (1975)?

Answer 2

M/C, wider vocab, longer, complex sentences, varied & abstract ideas, context-free

Elaborated code is typically used by middle-class individuals and is considered more effective in educational settings.

Question 3

What does Bernstein (1975) argue about W/C pupils’ failure in education?

Answer 3

W/C pupils fail not because of cultural deprivation but because schools fail to teach the use of elaborated code

This highlights the importance of teaching communication skills in schools.

Question 4

What is Troyna & Williams’ (1986) view on speech hierarchy?

Answer 4

Teachers rank speech as M/C > W/C > Black speech

This hierarchy may contribute to biases in educational settings.

Question 5

According to Douglas (1964), how do W/C parents differ from M/C parents regarding education?

Answer 5

W/C parents place less value on education, are less ambitious for their children, provide less encouragement & interest, and visit schools less

This suggests a disparity in parental engagement based on social class.

Question 6

What is Blackstone’s (1994) argument regarding W/C parents’ involvement in education?

Answer 6

W/C parents are not uninterested but attend fewer parents’ evenings due to longer, irregular work hours and feeling put off by the school’s M/C atmosphere

This counters the narrative that W/C parents are disengaged.

Question 7

What are the four features of W/C subculture identified by Sugarman (1970) that act as barriers to educational achievement?

Answer 7

• Fatalism
• Collectivism
• Immediate Gratification
• Present time-orientation

These features reflect different values and outlooks on life that impact educational success.

Question 8

According to Howard (2001), how does material deprivation affect students?

Answer 8

Students from poorer homes have lower intakes of energy, vitamins & minerals

Nutritional deprivation can hinder cognitive functioning and academic performance.

Question 9

What does Robinson (1997) suggest is the most effective way to boost achievement?

Answer 9

Tackling child poverty

Addressing economic disparities can lead to significant improvements in educational outcomes.

Question 10

What are some financial burdens on poor families identified by Tanner et al (2003)?

Answer 10

• Costs of transport
• Uniform
• Books
• Computers

These costs can lead to isolation, bullying, or stigmatisation for students from low-income families.

Question 11

How do W/C and M/C students differ in their views on debt according to Callender & Jackson (2005)?

Answer 11

W/C students are more debt averse and hold a negative view of debt, while M/C students are more debt tolerant

This difference can affect educational decisions and choices.

Question 12

What trend does Reay (2005) identify regarding W/C university applications?

Answer 12

W/C students are likely to apply to local universities to save on travel costs

This may limit their educational opportunities compared to M/C students.

Question 13

What are the three types of capital identified by Bourdieu (1984) that contribute to M/C success?

Answer 13

• Economic
• Educational
• Cultural

These forms of capital significantly influence educational outcomes.

Question 14

What does Sullivan (2001) argue about the resources of M/C families?

Answer 14

Greater resources of M/C families contribute to the class gap in education

Access to resources can lead to advantages in educational settings.