social class affect education experiences and outcomes (outside) Flashcards
outside school factors
nature vs nurture
There is general agreement that intelligence is due to both GENETIC (inherited) and CULTURAL (diet, class, family size) factors.
Psychologists argue that intelligence is 60-80% inherited (innate). They argue that our genes can help explain why some groups do better than others, claiming there is more genetic evidence than environmental. These views are known as biological arguments which are now largely discredited within sociology.
Sociologists put the emphasis on environmental factors – things outside of the individual which impact on them. These include material and cultural factors outside of school, processes within schools, and the impact of social policy. Bright primary school children receiving free school meals (FSM) are being left behind by their peers, with the gap in attainment in literacy, writing and maths widening between the two groups, according to official data.
diet and health, howard
notes that young people from poorer homes have lower intakes of energy and vitamins. This weakens the immune systems causing students to be tired, lack concentration and unwell.
diet and health, flaherty
found that 20% of those who are eligible for free school meals do not take them due to stigma.
housing, waldfogel and washbrook
point out that overcrowding means it is harder to study as there is a lack of space to study and to play. Frequently moving house can also cause a disruption to a child’s education as they are not based in one place long enough to make connections. Poor housing conditions can lead to greater chances of accidents, increased cold/ damp causes illness.
housing, leech and campos
coined the phrase ‘selection by mortgage’ – children are divided into those who can attend good schools and those that can only go to bad schools due to the cost of rent/mortgages
finantual cost of education
Lack of income means that children from poor families may have to do without equipment and miss out on key experiences that would enhance their educational achievement.
financial cost of education, tanner
found that the cost of items such as transport, trips, books, computers and uniforms are expensive and puts pressure on poorer families. In 2013 these costs were approx. £1614 per child.
financial cost of education, ridge
found that some students from poorer families take on part time jobs in order to afford educational costs. This takes time away from studying which can affect their education.
cultural deprivation
lacking the correct values and attitudes for educational success
cultural capital
having correct values and attitudes needed for success
cultural factors, intellectual development, douglas
found that M/C children scored higher on tests of ability at a young age. He argued that M/C parents offer more educational support at home to develop their children’s intellect e.g. reading with them giving them a head start before school.
cultural factors, intellectual development, Hubbs-Tait et al
found that M/C, educated parents use language that challenges their children to evaluate their own understanding or abilities (for example, ‘what do you think?’ ‘Are you ready for the next step?’. This prepares children for school.
cultural factors, language and speech codes, Bereiter and Engelmann
argue that language is an important factor in educational success as W/C children do not learn the language skills required to articulate and take advantage of opportunities at school
cultural factors, language and speech codes, Bernstein
argues that the working class learn a restricted speech code, whereas the middle class learn an elaborated speech code.
Restricted code: short, simple sentences and limited vocabulary. The speaker assumes that their audience knows what they are talking about (context bound).
Elaborated code: wider vocabulary and longer sentences. The speaker is able to describe in a way that is clear to the audience even if they have no experience of the subject matter (context free).
evaluation of Bernstein
Bernstein argues that some children from working class families can still do well at school so long as the teachers teach them the elaborated code adequately. Therefore, W/C underachievement may be due to internal factors such as teacher labelling and teaching processes rather than cultural deprivation.