Material deprivation Flashcards
Define material deprivation in the context of education.
Material deprivation refers to poverty and a lack of material necessities such as adequate housing and income, which can lead to educational underachievement.
Explain the relationship between poverty and educational achievement.
Poverty is closely linked to educational underachievement, as evidenced by statistics showing that pupils eligible for free school meals achieve lower academic results compared to their peers.
Describe how family financial issues impact children’s school attendance.
Money problems in the family are significant factors in younger children’s non-attendance at school, leading to increased rates of exclusion and truancy.
Explain the impact of school exclusions on children’s future education.
Children who are excluded from school are unlikely to return to mainstream education, and many persistent truants leave school without any qualifications.
Discuss the implications of overcrowded housing on children’s education.
Overcrowded housing can directly affect children’s achievement by making it difficult to study, leading to disturbed sleep and limited space for educational activities.
Identify the consequences of poor housing on children’s health and welfare.
Poor housing can have indirect effects on children’s health and welfare, which in turn can impact their educational performance.
How does social class relate to material deprivation and education?
Working-class families are more likely to experience low incomes and inadequate housing, which can negatively affect their children’s educational opportunities.
Discuss the effects of temporary housing on children’s education.
Families living in temporary accommodation may frequently move, resulting in constant changes of school and disrupted education for children.
How does overcrowding affect young children’s development?
Overcrowding can impair young children’s development by limiting safe play and exploration opportunities, which are crucial for their growth.
Describe the educational outcomes for pupils from deprived areas.
Nearly 90% of ‘failing’ schools are located in deprived areas, indicating a strong correlation between school performance and material deprivation.
Summarize the main argument against cultural deprivation theorists regarding educational failure.
Unlike cultural deprivation theorists, many sociologists argue that material deprivation, rather than cultural factors, is the primary cause of educational underachievement.
Describe the impact of living conditions on children’s health and education.
Children in crowded homes face a higher risk of accidents, while cold or damp housing can lead to health issues. Families in temporary accommodation experience more psychological distress, infections, and accidents, resulting in increased school absences.
Explain how poor nutrition affects children’s health and education.
Poor nutrition, characterized by lower intakes of energy, vitamins, and minerals, weakens the immune system and lowers energy levels in children. This can lead to more school absences due to illness and difficulties concentrating in class.
Define the relationship between social class and children’s behavioral problems.
Research indicates that children from lower social classes exhibit higher rates of hyperactivity, anxiety, and conduct disorders, negatively impacting their education.
How does financial support influence educational opportunities for children from low-income families?
Lack of financial support forces children from poor families to forgo essential educational equipment and experiences, which can hinder their academic achievement.
What are ‘the costs of free schooling’ as described by Bull (1980)?
‘The costs of free schooling’ refer to the financial burdens associated with necessary school items like transport, uniforms, and educational materials that low-income families struggle to afford.
Explain the social implications of children using hand-me-downs and cheaper equipment.
Using hand-me-downs and cheaper equipment can lead to feelings of isolation, stigmatization, or bullying among peers, affecting children’s self-esteem and social integration.
How does fear of stigmatization affect the uptake of free school meals?
Fear of stigmatization may prevent eligible children from taking up free school meals, with studies indicating that 20% of those eligible do not utilize this entitlement.
Describe the significance of suitable clothing for children’s self-esteem.
Suitable clothing is essential for children’s self-esteem and helps them ‘fit in’ with their peers, which can be crucial for their social development.
What behavioral issues are more prevalent among children from low-income families according to Blanden and Machin (2007)?
Children from low-income families are more likely to engage in ‘externalising’ behaviors, such as fighting and temper tantrums, which can disrupt their schooling.
Explain the connection between housing conditions and school attendance.
Poor housing conditions, such as overcrowding and dampness, can lead to health problems that result in increased absences from school.
Discuss the role of emotional and behavioral problems in educational outcomes for children.
Emotional and behavioral problems, more common among children from poorer homes, can negatively affect their educational outcomes by hindering their ability to concentrate and participate in school activities.
Explain the effects of financial support cuts on students from low-income families.
The abolition of financial support like Educational Maintenance Allowances (EMAs) in England in 2011 reduced the ability of poorer students to continue their education after age 16, potentially limiting their future opportunities.
Describe how poverty impacts learning opportunities for children.
Poverty acts as a barrier to learning by limiting access to private schooling, resulting in poorer quality local schools, and necessitating that children from low-income families take on jobs, which negatively affects their schoolwork.
Define debt aversion and its significance in educational choices.
Debt aversion refers to the reluctance to incur debt, which significantly influences working-class students’ decisions to apply for university, with the most debt-averse students being much less likely to apply.
What was the impact of tuition fee increases in 2012 on university applications?
The increase in tuition fees to a maximum of £9,000 per year contributed to an 8.6% decline in university applications in the UK in 2012 compared to the previous year.
How does fear of debt influence university applications among working-class students?
Fear of debt deters working-class students from applying to university, as they view debt negatively and perceive more costs than benefits associated with higher education.
Discuss the financial support disparity between social classes in university education.
Working-class students typically receive less financial support from their families compared to those from higher social classes, which can affect their ability to afford university.
How do working-class students perceive the costs and benefits of attending university?
Working-class students often see more costs than benefits in attending university, which can discourage them from pursuing higher education.
What types of jobs do children in poverty often take, and what is the impact on their education?
Children in poverty often take jobs such as babysitting, cleaning, and paper rounds, which can negatively impact their schoolwork and educational performance.
Summarize the findings of Callender and Jackson (2005) regarding working-class students and debt.
Callender and Jackson found that working-class students are more debt-averse and are over five times less likely to apply to university compared to their middle-class counterparts.
Identify the percentage of university students from the highest social class who receive financial help from home.
According to a National Union of Students survey in 2010, 81% of university students from the highest social class received financial help from their families.
Explain the relationship between socioeconomic status and attitudes towards education.
Socioeconomic status influences attitudes towards education, with lower-income students often facing barriers such as debt aversion and lack of financial support, which can deter them from pursuing higher education.
Explain the dropout rates associated with universities that have a high proportion of working-class students.
Dropout rates are higher at universities with many poor students; for instance, 16.6% drop out at London Metropolitan, while only 1.5% drop out at Oxford, which has a significant number of students from private schools.
Describe the impact of financial factors on working-class university students.
Financial factors limit working-class students’ choice of university and chances of success, as they often apply to local universities to save on costs and may need to work part-time, which can hinder their academic performance.
Define the relationship between parental education and a child’s academic achievement.
Educated parents positively influence a child’s achievement, regardless of the family’s income level, suggesting that cultural factors also play a role in educational success.
Discuss the role of cultural factors in the academic success of children from poor families.
Cultural, religious, or political values within a family can sustain a child’s motivation and contribute to their academic success, even in the face of poverty.
How does the fear of debt affect university attendance among working-class students?
Fear of debt contributes to the lower university attendance rates among working-class students, with only about 30% coming from these backgrounds despite representing 50% of the population.
What did Reay (2005) find regarding the university choices of working-class students?
Reay found that working-class students were more likely to apply to local universities to live at home and save on travel costs, which limited their opportunities to attend higher-status universities.
Summarize the findings of the National Audit Office (2002) regarding working-class students and paid work.
The National Audit Office found that working-class students spent twice as much time in paid work to manage their debts compared to middle-class students.
