social class Flashcards

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1
Q

patterns and trends

A

middle class children perform better - 80% of uni plays

Jerrim - most talented children being left behaviour if from lower class

high achieving boys from most advantaged family at two and a half years ahead by age 15

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2
Q

how do we measure social class

A

parents’ occupation

free school meals

income

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3
Q

external factors

A

material deprivation - lack of access to thinks money can buy eg study guides

material capital - having adequate funds to purchase the hidden costs of education

cultural deprivation - lacking the norms and values that might give advantage in education

cultural capital - norms and values that m/c parents pass down to children

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4
Q

internal factors

A

processes which go on in-school such as ethos of school, teacher labelling and pupil subcultures

marketisation - shape school policies

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5
Q

Material deprivation

A

Douglas - home and school

poor home conditions, poor diet and ill health, low income and part-time jobs

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6
Q

Cycle of deprivation

A

Gibson and Asthana

higher levels of sickness - more absences
low income - books and toys not bought - hidden costs
student loans and tuition fees - source of anxiety
part-time jobs - takes time from studying

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7
Q

Sutton Trust - 2010

A

private school students - 7% of population - 55 times more likely to get into Oxford or Cambridge and 22 times more likely to get into high ranked uni compared to state school student on free-school meals

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8
Q

evaluations of material deprivation

A

poverty causes poor educational performance is deterministic and only focuses on class aspect - children can succeed

cultural religious or political values create and sustain motivation despite poverty eg british chinese students

some sociologists - cultural failings of w/c parents

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9
Q

covid material deprivation studies

A

LLAKES centre - 4500 children study - disadvantaged children less likely to complete over 4 hours of schoolwork during lockdown

Education policy institute 2020 - disadvantaged gap has stopped closing for first time in a decade - 560 years for gap to close

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10
Q

3 main cultural factors

A

intellectual development

attitudes and values

linguistic deprivation

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11
Q

intellectual development

A

w/c deprived of books and toys

douglas - w/c parents less likely to support children’s intellectual development at home - reading

philips - the neets - family disorder - broken families - disrupted socialisation

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12
Q

intellectual development criticisms

A

Maternal deprivation more important
Victim blaming
Generalisation
Deterministic
Classist
Scapegoating
Marxism

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13
Q

attitudes and values

A

douglas - parents’ attitudes to education - m/c students have more interest and more likely to encourage further education

immediate and deferred gratification

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14
Q

types of gratification

A

immediate gratification - seeking enjoyment of the moment and sacrificing future reward

deferred gratification - putting off enjoyment in the short term and working hard in long term for future benefits

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15
Q

immediate gratification - sugarman

A

sugarman - m/c more likely to have deferred gratification

w/c foster attitude of immediate gratification

concept of fatalism - working class class accept their economic situation

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16
Q

linguistic deprivation

A

bernstein - restricted and elaborated codes
ability to use language is key to succeed in school

elaboration code puts m/c children at an advantage in schools

17
Q

criticisms of linguistic deprivation

A

labov - language used by w/c is imply different and not inferior - equally capable of dealing with abstract and complex ideas

troyna and williams - problem is not language but school’s attitudes - teachers have speech hierarchy

18
Q

cultural deprivation evaluation

A

blackstone and mortimore - w/c parents interested in education - have longer work hours - put off my school’s m/c atmosphere

marxism - victim-blaming explanation - lets social inequality and education system off the hook - society as a whole is to blame not w/c

19
Q

influence of cultural deprivation

A

influential in shaping government policy - conpensaory studies

however - state attempting to impose m/c values on w/c and many of policies have been cancelled by coalition

20
Q

cultural capital

A

bourdieu - m/c have particular habitus - tastes, culture and values that help them in education eg extracurricular

reay - m/c involved in children’s education with cultural capital to an advantage - educational capital so could help more

gewirtz -
privileged-skilled choosers - m/c who had high levels of economic and cultural capital
disconnected local choosers - w/c restricted by economic and cultural capital
semi-skilled choosers - ambitious w/c - frustrated about not getting child into school of choice

21
Q

cultural capital evaluation

A

+ w/c are culturally different rather than deficient
+ marxists - evidence that w/c better of in education due to cultural and material factors - transmitting dominant ideology

  • lacks empirical support - different to operationalise concept
    deterministic
22
Q

internal explanations

A

school ethos

school subcultures

teacher labelling

streaming

marketisation

23
Q

school ethos

A

top private schools - given privileged access to oxford and cambridge through university guidance councillors

best state schools - ethos that university is the norm

average state school - choice

worst schools - anti-school subculture

24
Q

evaluating school ethos

A
  • too deterministic to suggest that type of school will affect achievement
  • government implemented education policies to compensate for schools lacking resources to help materially deprived but talented students
25
Q

subcultures

A

lacey - polarisation - streaming - high performance students improve and poor deteriorate and develop anti-school subculture for status - self-fulfilling prophecy

woods - not all students respond to negative labelling - ingration (teachers pet), ritualism (staying out of trouble), retreatism (daydreaming) and rebellion

26
Q

evaluating subcultures

A

willis - learning to labour - 12 working class lads formed anti-school subcultures to resist

mac an ghail - study - subcultures disappearing - crisis of masculinity - w/c now becoming young entrepreneurs

27
Q

labelling

A

becker - m/c have idea of ideal pupil - w/c seen negatively - ideal pupil most likely to be white, m/c female - self-fulfilling prophecy

hempel-jorgensen - ideal pupil varies between schools - w/c primary school - quiet, passive and obedient, m/c middle class - personality based

28
Q

pygmalion in the classroom

A

self-fulfilling prophecy

those labelled positively had more of a chance of improving

  • deterministic
  • iq not representative
29
Q

evaluating labelling theory

A

fails to explain expectations of teachers - why label

marxists - expectations stem from teachers work in system that reproduces class inequality

deterministic - some students can succeed with negative label

30
Q

streaming and setting

A

gillborn and youdell

w/c and black students seen as less likely to achieve higher grades - lower sets

creates educational triage

impact of marketisation

douglas - children placed in lower stream at 8 had a lower iq score by 11, while higher stream improved by 11

31
Q

marketisation

A

bartlett - pressures between schools
worse schools get funding cut

cream-skimming - selecting the higher ability students to get best results and cost less to teach

silt-sifting - off-loading pupils with difficulties who are expensive to teach