EXTERNAL Class Differences in Achievement

Question 1

give 2 important facts about class differences in achievement

Answer 1

• w/c students consistently underachieve compared to m/c students
• education is NOT a meritocracy for w/c and m/c students

Question 2

what are the 3 main external factors for CDiA

Answer 2

cultural deprivation
material deprivation
cultural capital

Question 3

what are the 3 main theories (and theorists) for cultural deprivation

Answer 3

• Parenting style/ attitudes (Douglas, Feinstein and Hyman (1967)
• Basil Bernstein Speech Codes
• Sugarman Subcultures

Question 4

describe Douglas’ contributions to cultural deprivation theories

Answer 4

w/c parents place less value on education; they’re less ambitious for children give less encouragement and less likely to visit schools

Question 5

describe Feinstein’s contribution to cultural deprivation theories

Answer 5

agreed with Douglas; m/c parents tend to be better educated leads to more discipline and higher expectations and recognise value of activities that stimulate their learning -> w/c become disadvantaged during school

Question 6

evaluate Douglas and Feinstein’s contributions to CD theories

Answer 6

• class doesn’t always determine career and many w/c p are educated
• w/c p have to work longer/awkward hours so miss events eg parents evenings also many w/c do attend
• CD theories don’t explain why some w/c students are successful in school

Question 7

describe Hyman (1967)s contributions to CD theories

Answer 7

• w/c value education and achieving high occupational status less
• compared to m/c the w/c believe there is less opportunity for personal advancement
• this is why w/c s put in less effort in school

Question 8

give an evaluation for Hyman (1967)s contributions to CD theories

Answer 8

• not all w/c share the same value system
• studies indicate members of w/c are less motivated in school

Question 9

describe the contributions of basil bernstein speech codes to CD theories

Answer 9

• there is restricted code (context bound and simplified) and elaborated code (wider range of vocab and more complex) RC used by w/c and EC used by m/c and schools
• gives m/c a head start in school as the school and exams use EC

Question 10

evaluate the contributions of Basil Bernstein’s Speech Codes tk CD theories

Answer 10

• Bernstein acknowledges both family and school influence achievement and argues w/c underachieve as school/teachers fail to teach EC
• EC used throughout school so is it necessary to be taught ?

Question 11

describe the 4 main values of Sugarman Subcultures to CD theories

Answer 11

•w/c subcultures emphasise 4 values: fatalism(cant change societal position ‘what will be will be)
immediate gratification (disregard for long term consequences eg go out instead of do hw)
present time orientation (present is more important than the long term)
collectivism (less interest in individual goals and value in being part of w/c culture and community)
~~~

Question 12

describe the contributions of sugarman subcultures to CD theories

Answer 12

• m/c value deferred gratification eg revise instead of go out with friends
• w/c socialised into fatalism and immediate gratification; puts them at disadvantage to m/c bc socialised differently

Question 13

evaluate sugarman subcultures contributions to CD theories

Answer 13

• w/c may be more realistic than fatalistic; may prefer deferred gratification if they had resources to defer; future oriented if opportunities were available
• research comes from questionnaires and interviews ; is it accurate ? may not apply to wider contexts

Question 14

evaluate CD theories as a whole

Answer 14

• Nell Keddie finds CD a myth and a victim blaming explanation ; w/c are culturally different not deprived
• education system values m/c values puts w/c at disadvantage

Question 15

simplify Feinstein and Douglas contributions to 4 points

Answer 15

parenting style
parenting educational behaviours
more income
use of income

Question 16

what are the 2 main factors in material deprivation theories

Answer 16

housing
diet and health

Question 17

describe what is meant by material deprivation

Answer 17

lack of physical resources eg money and equipment; money allows for educational toys/ healthy diet / better opportunities

Question 18

describe two studies on material deprivation (not diet and health)

Answer 18

• Warwick Uni: many students face selection or admission by mortgage while m/c move to catchment area of good schools; less successful schools full of w/c
• Gerwitz : w/c p are disadvantages as m/c p are skilled choosers who understand schools admission procedures to find best schools

Question 19

describe how housing contributes to MD theories

Answer 19

• overcrowding=harder to study and less room for hw and disturbed sleep
• temporary accommodation and moving frequently disrupts learning (changing schools etc)
• indirect impact: greater risks of accidents/ill health due to housing conditions leads to absence from school

Question 20

describe how diet and health contribute to MD theories (3 theorists)

Answer 20

• Howard (2001): children from poorer families have poorer nutrition->affects health and causes illness-> absence from school
• difficult to concentrate due to hunger/lack of energy
• Wilkinson(1996): lower social classes more likely to have higher rate of hyperactivity/anxiety/conduct disorders
• Blanden and Machin: w/c more likely to engage in fighting; disrupts school

Question 21

give 2 statistics that support MD theories

Answer 21

• over 1.7 million families waiting for council housing in England 2013
• 64% of cot deaths occur in deprived families

Question 22

evaluate the MD theories

Answer 22

• other factors affect achievement eg socialisation, language, parents
• ignored both internal and other external factors
• government assists people suffering from MD (do they?)

Question 23

describe Bourdieu’s contributions to cultural capital theories

Answer 23

• culture of education gives inbuilt advantage to m/c; each social class possesses habitus and m/c socialised to express/develop intellectual interests and understand what is needed to achieve highly
• cultural capital=attitudes/values/language/tastes of the m/c that schools align with do w/c lack cultural capital needed for educational success

Question 24

how are economic capital, educational capital and cultural capital linked ?

Answer 24

m/c parents convert economic capital-> educational capital by sending children to private schools or living in catchments areas for good schools; m/c children gain cultural capital which is better equalised for school and gain better qualifications /educational capital so they have better access to well paid jobs (economic capital)

Question 25

evaluate cultural capital

Answer 25

Sullivan used questionnaires with 456 pupils aboht activities and vocab; found those who read complex books/TV had wider vocab and better cultural capital and were more likely to be m/c
* however m/c of same cultural capital as w/c still outperformed w/c