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.
cultural factors, parental attitudes towards education, douglas
As well as intellectual development and language, cultural deprivation theorists such as Douglas argue that parents’ attitudes and values have a significant influence on a child’s success in education. Douglas argues that parental attitude is the most significant factor in a child’s achievement.
Douglas found that working class parents:
Placed less value on educational success
Were less ambitious for their children
Gave less encouragement to their children
Took less interest in education and visited schools less often
cultural factors, parental education, fienstein
argues that parent’s own education is the most important factor in affecting children’s achievement and, since middle-class parents tend to have the better education, they are able to give their children an advantage in the following ways:
Parenting style – M/C parents give more and consistent discipline to their children and set clear expectations of behaviour whereas W/C parents do not.
Parents’ educational behaviours – M/C parents are more likely to be highly educated and so can assist their children with school work, whereas W/C parents are less educated and unable to give this support.
cultural factors, parental education, berstein and young
Use of income – Bernstein and Young found that M/C mothers are more likely to spend money on education toys/resources and on healthier food whereas W/C mothers may buy junk food and non-educational toys.
evaluation of parental education
Reay argues that these explanations take a ‘victim blaming’ approach placing blame within the home life of working-class children and suggesting that working class culture is in some way deficient and subordinate. Criticisms of this approach include considering the role played by the school themselves. Reay argues that blaming the working-class families could lead to labelling and stigma being attached to the students which could lead to negative teacher labelling
cultural factors, working class subculture values
Sugarman identified 4 such subcultural values that the working class hold. He believes that W/C children are socialised into these values and that they combine to create a barrier to educational achievement.
Fatalism – the belief that fate determines your future, not your own actions.
Collectivism – valuing being part of a group as more important than acting as an individual.
Present time orientation – focusing on the present-time rather than looking to the future.
Immediate gratification – desiring a smaller reward sooner rather than waiting longer/working harder for a larger reward.
cultural factors, cultural capital
Cultural Capital: Possessing appropriate norms and values which lead to material rewards later in life.
Bourdieu, a Marxist, argues that the middle class possess greater cultural capital than the working class. They are more likely to develop intellectual interests and an understanding of what the education system requires for success.
This then leads to M/C children achieving greater levels of educational capital – knowledge, qualifications and educational success – which will benefit them later in life. This in turn leads the M/C to achieve greater economic capital later in life. This reinforces class inequality in capitalist society.
social capital, bourdieu
Bourdieu also suggests that M/C families have a strong social network or acquaintances who can help their children in terms of both schooling and careers. For example, a family friend may be able to give a M/C work experience in their business
evaluation of social capital
Sullivan supports Bourdieu’s work. She used questionnaires to conduct a survey on 465 pupils across 4 schools. She found that children who read complex fiction watched ‘serious’ TV documentaries had a wider vocabulary and greater cultural knowledge – cultural capital. These children were more likely to be M/C, from educated families and were more likely to succeed in their GCSEs. This suggests that cultural capital does play a role in M/C achievement
privileged skilled choosers
Parents who fully utilise choice e.g. know how the admissions systems work e.g. appeals procedures. They also have economic advantages e.g. afford travel to non-local school
disconnected local choosers
Parents who find admissions procedures difficult to understand, are less confident in contacting schools, and are restricted by distance and cost of travel
semi skilled choosers
Parents who are ambitious for their children, however, lack cultural capital so have to rely on other people’s opinions about schools. They feel frustrated by a system which disadvantages them.
