Social Class Differences in Achievement Flashcards
Explaining class differences:
What kind of jobs are those in M/C and W/C usually get?
Those who are M/C are more likely to get better jobs (lawyer: cleaner) compared to W/C
This is usually based on their class and the way that they have been brought up.
Explaining class differences:
How does social class affect a child’s chances of success in education? (use data) ST
Children from M/C families do better than W/C children.
M/C families can afford private school which has better education e.g. Private schools have smaller class sizes meaning more undivided attention leading to better results.
The Sutton Trust (2011), Eton - sent 211 pupils to Oxbridge, while over 1,300 state schools sent no pupils at all to these universities.
Explaining class differences:
Criticism of how private school helps to elevate a person’s success?
Within a state school where different classes are in the same classroom, M/C children always do better than W/C
Cultural deprivation:
What is cultural deprivation
EXTERNAL FACTOR
Where a person has inferior norms, values, skills and knowledge.
Cultural deprivation:
How do cultural deprivation theorists think cultural deprivation occurs
EXTERNAL FACTOR
Many working-class families fail to socialise their children adequately therefore don’t grow up with the same values as M/C children.
Means that they are more likely to underachieve.
Cultural deprivation:
How can language show cultural deprivation (use 2 sociologists) 1.F AND 2. B+Y
EXTERNAL FACTOR
Feinstein (2008) found that M/C parents encourage children to think for themselves (through language) and this means that they can develop their comprehensive skills whereas W/C parents don’t do this - means language is delayed. - fail
Bereiter and Engelmann (1966) - the language used in lower-class homes is deficient. They communicate in gestures or single words. Means children aren’t able to develop these language skills and therefore fail at the opportunities that school offer
Cultural deprivation: Speech codes:
How can speech codes show cultural deprivation? (use sociologist) 1. B
EXTERNAL FACTOR
Bernstein (1975) M/C and W/C use two different types of speech codes that influences achievement.
The restricted code - used by W/C. Has a limited vocabulary and uses simple sentences. Expresses simple ideas
The elaborated code - used by M/C. Has a wider vocabulary and uses more complex sentences. Expresses complicated ideas.
Cultural deprivation: Speech Codes:
How does using the elaborated code advantage the M/C?
EXTERNAL FACTOR
The elaborated speech code gives the M/C children an advantage as it is used by teachers, textbooks and exams.
Early socialisation into the elaborated code means that M/C children are already fluent users of the code when they start school- therefore feel confident and succeed.
W/C children lack the elaborated code are cannot understand what the teacher is saying therefore being unsuccessful.
Cultural deprivation: Parents Education:
How does a parent’s education affect how their children will achieve (use 2 sociologists) 1. D 2. F
EXTERNAL FACTOR
Douglas (1964) found that W/C parents placed less value e.g. not going to parents evening on education meaning that children were less ambitious and took less interest in their education,
Feinstein (2008) due to W/C parents not doing well in their education they socialise them into not caring.
Cultural deprivation: Parents Education:
How does parents educational behaviours affect their child’s education: (use 2 sociologists) 1.B+Y 2. G
EXTERNAL FACTOR
Bernstein and Young (1967) found, M/C mothers are more likely to buy educational books that help children to develop skills. Means that these children have better educational progress.
Gerwirtz (1995)- M/C parents can pay extra travel costs so children can attend better schools that weren’t in the area.
Cultural deprivation: Parents Education:
How does a parents use of income affect their child’s education (use 2 sociologists) 1. B+Y 2. H
EXTERNAL FACTOR
Bernstein and Young (1967) found, M/C mothers are more likely to buy educational books that help children to develop skills that will help them in education. Means that these children have better educational progress. However, W/C homes can’t afford this so children don’t have these skills when they go into schools.
Howard (2001) Poorer homes are more likely to have children who have poor nutrition and vegetables.
Key word:
What is a subculture?
A subculture is a group whose attitudes and values differ from those of the mainstream culture.
Cultural deprivation: Working class subculture:
How can having a W/C subculture lead to educational underachievement (use sociologist) 1. S
e.g. gratification (IM and DG)
EXTERNAL FACTOR
Sugarman (1970) argues that the W/C seek immediate gratification rather than making sacrifices now to get better rewards later (deferred gratification).
These values are passed through socialisation. W/C -immediate gratification and M/C - deferred gratification.
Cultural deprivation: Compensatory education:
what is compensatory education?
EXTERNAL FACTOR
Aim to tackle cultural deprivation by providing extra resources to school and communities in deprived areas.
Cultural deprivation: The myth of cultural deprivation:
Is cultural deprivation is a myth (use 2 sociologists) 1. K 2. T+W
EXTERNAL FACTOR
Keddie (1973) - W/C culture is culturally different not culturally deprived. They fail because they are put at a disadvantage by an education system that is ruled by M/C values.
Troyna and Williams (1986)- argues that the problem is not the child’s language but the school’s attitude towards it. Teachers have a speech hierarchy with white m/c speech at the top then white w/c and black speech.
Material Deprivation:
what is material deprivation?
EXTERNAL FACTORS:
Poverty and a lack of material necessities e.g. low income.
Material Deprivation:
how is poverty closely linked to educational underachievement. (use data) DofE
EXTERNAL FACTORS:
Department of Education (2012)- 1/3 of pupils eligible for free school meals achieve 5 or more GCSE’s in English and Maths compared to 2/3 who aren’t on free school meals. - no money means hungry and being hungry means cant work properly meaning failure.
Material Deprivation:
How does housing affect educational achievement
EXTERNAL FACTORS:
Overcrowding means nowhere to do homework, disturbed sleep from sharing beds which leads to those from w/c doing worse in schools.
Material Deprivation:
how does diet and health affect educational achievement (use sociologist) 1.W
EXTERNAL FACTORS:
Wilkinson (1996)- the lower the social class, the higher the rate of hyperactivity which have an effect on child’s education. Lack of nutrients cause children not to focus.
Material Deprivation:
how does financial support and the cost of education affect educational achievement (use 2 sociologists) 1. T AND 2. S+N
EXTERNAL FACTORS:
Tanner et al (2003)- found that the cost of items is a heavy burden on poor families. (costs of free schooling) . Poor children are more likely to get hand-me-downs which can lead to them being being isolated or bullied by peers.
Smith and Noble (1995)- The inability to afford private schooling means that children from a W/C can’t have the same opportunities as M/C and fall behind.
Material Deprivation:
how does the fear of debt effect educational achievement (use sociologists) 1. C+J 2. R
EXTERNAL FACTORS:
Callender and Jackson (2005)- found that w/c students were more debt averse. Where they applied was heavily influenced on how much debt they would get. W/C students were 5 times less likely to apply to uni compared to M/C students.
Reay (2005)- W/C are more likely to apply to local uni’s so that they could live at home and save travel costs.
Material Deprivation:
What is cultural capital (use sociologist) 1. B
EXTERNAL FACTORS:
Bourdeiu (1984)- refers to the knowledge, attitudes, values, language of the m/c.
Material Deprivation:
How does cultural capital advantage m/c children to which sociologist. (use sociologist) 1. B
EXTERNAL FACTORS:
Bourdeiu (1984) - M/C children are able to analyse and express their ideas through socialisation leading to their educational success.
This gives the m/c an advantage in schools where such abilities and interests are highly valued and rewarded with qualifications. This is because the education system is not neutral but favours and transmits the dominant m/c culture
Material Deprivation:
Sociologists opinions on educational and economic capital. (use 2 sociologists) 1. B 2. L+C
EXTERNAL FACTORS:
Bourdeiu (1984) argues M/C children with cultural are better equipped to meet the demands of the school curriculum and gain qualifications.
Leech and Campos (2003)- m/c parents are more likely to afford a house in the catchment area of a school that is highly placed in the exam league tables. This has become known as the ‘selection by mortgage’ because it drives up the cost of houses near to successful schools and excludes working class families.
Labelling:
What is labelling
INTERNAL FACTOR:
To attach a meaning or definition to them. e.g a teacher may label a pupil as bright or thick.
Labelling:
How does labelling affect a child’s educational achievement (use sociologist) 1.B
INTERNAL FACTOR:
Becker (1971) he found that they judged pupils according to how closely they fitted the image of an ideal pupil.
The teachers saw children from a m/c background as the closest to the ideal pupil (quiet, passive, obedient) while those from a w/c background was not ideal as they regarded them as badly behaved.
Labelling:
What does a sociologist say about labelling in schools (use 2 sociologist) 1. D 2. R
INTERNAL FACTOR:
Dunne (2008)- argue that schools persistently produce working class underachievement because of the labels and assumptions of teachers. Lots of help for M/C no help for W/C as teachers believed that they were already going to fail.
Rist (1970)- found that the teacher used information about the children’s home background and appearance to place them in separate groups, seating each group at a different table. Fast learners (M/C) sat in the front and were called tigers Slow learners (W/C sat at the back and were called clowns)
The self fulfilling prophecy:
what is the self fulfilling prophecy.
INTERNAL FACTOR:
A prediction that comes true. e.g. W/C children and poor and therefore fail as they have no money.
The self fulfilling prophecy:
How does the self fulfilling prophecy work? (3 steps)
INTERNAL FACTOR:
Step 1: The teacher labels a pupil (e.g as being intelligent) and on the basis of that label makes predictions about them. ( e.g he will get good grades)
Step 2: The teacher treats the pupil as if that prediction is already true (e.g by giving him more attention and expecting a higher standard of work from them)
Step 3: The pupil internalises the teacher’s expectations, which becomes part of their self image so now they become the kind of pupil the teacher believed them to be in the fist place (the prediction is fulfilled)
The self fulfilling prophecy:
How can the self fulfilling prophecy affect achievement (use sociologists) 1.R+J
INTERNAL FACTOR:
Rosenthal and Jacobson (1968)- they told the school that they had a new test designed to see who would achieve well (this was untrue).
They picked 20% of the pupils at random and told the school that those students that they picked would achieve. On returning to the school a year later they found that 47% of those identified as spurters made a significant progress.
This shows the self-fulfilling prophecy by accepting the prediction that some children would do well the teachers brough it about.
The self fulfilling prophecy:
How can the self fulfilling prophecy lead to underachievement
INTERNAL FACTOR:
The self fulfilling can produce underachievement. If teachers have low expectations of certain children and communicate their expectations in their interaction, these children may develop a negative self image.
They may come to see themselves as failures and give up trying, therefore fulfilling the first prophecy.
Streaming:
what is streaming?
INTERNAL FACTOR:
Separating children into different ability groups/classes called ‘streams’. Due to their ability they are taught separate things.
Streaming:
how does streaming cause the self fulfilling prophecy
INTERNAL FACTOR:
As children have been labelled and streamed, they believe that’s what they are and therefore conform to that label. Pupils live up to their teachers low expectations of them so therefore underachieve
Streaming:
How do M/C pupils benefit from streaming
INTERNAL FACTOR:
M/C pupils tend to benefit from streaming.
They are likely to be put into a higher streams reflecting teachers views of them as the ideal pupil.
As a result, they develop a more positive self image, gain confidence, work harder and improve their grades.
Streaming:
what sociologists talks about how teachers view children and how it links to streaming (use sociologists) 1. G+Y
INTERNAL FACTOR:
Gillbourn and Youdell (2001)- they found that teachers are less likely to see w/c and black pupils as having ability.
As a result, these pupils are placed into lower streams and entered in lower GCSE tiers. This denies them the knowledge and opportunity needed to gain good grades and widens the class gap in achievement
Streaming:
How does streaming link to an A-C economy (use sociologists) 1.G+Y
INTERNAL FACTOR:
Gillbourn and Youdell (2001)- link streaming to the policy of publishing exam league tables.
Schools need to achieve a good league table position in order attract more pupils and funding.
So those who are going to achieve C’s get put in higher streams and get given more attention. These students are mostly M/C. However, in turn this leads to the self fulfilling prophecy as W/C internalise label and therefore fail at school.
Pupil subcultures:
what are pupil subcultures?
INTERNAL FACTOR:
a pupil subculture is a group of pupils who share similar values.
Pupil subcultures:
how do pupil subcultures link to labelling/streaming
INTERNAL FACTOR:
Pupil subcultures often happen as a response to the way that a student has been labelled as a reaction to streaming
Pupil subcultures:
what sociologist describes how differentiation links to how pupil subcultures develop. (use sociologist) 1. L
INTERNAL FACTOR:
Lacey’s (1970)- Streaming is a form of differentiation since it categories pupils into separate classes. those that the school deems ‘more able’ are given higher status by being placed into a high stream, whereas those less able are placed into a lower stream and given inferior status.
Differentiation- the process of teachers categorising pupils according to how they perceive their ability, attitude or behaviour.
Pupil subcultures:
what sociologist describes how polarisation links to how pupil subcultures develop. (use sociologists) 1.L
INTERNAL FACTOR:
Lacey’s (1970)- found that streaming polarised boys into a pro-school and an anti-school subculture.
Pupils respond to streaming by moving towards one of two opposite ‘poles’ or extremes. e.g either being really good or really bad.
Pupil subcultures:
What is a pro-school subculture
INTERNAL FACTOR:
Students whose values align with the school e.. hard working and passive e.g. M/C.
Pupil subcultures:
what is an anti- school subculture.
INTERNAL FACTOR:
Pupils who don’t align themselves with the values of the school e.g. not doing homework and being violent e.g. W/C.
Pupil subcultures:
How does abolishing pupil subcultures affect educational achievement (use sociologist) 1. B
INTERNAL FACTOR:
Ball (1981)- found that when the school abolished streaming, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined.
Teachers continued to categorise pupils differently and were more likely to label middle-class pupils as able. This positive labelling was reflected in their better exam results, suggesting that a self-fulfilling prophecy had continued to occurred.
Pupils’ class identities and the school:
how can inequality continue as a result of teacher labelling. (use sociologists) 1. B
INTERNAL FACTOR:
Ball’s study (1981) since the Education Reform Act (1988), there has been a trend towards more streaming.
This has created new opportunities for schools and teachers to label pupils on the basis of their class, ethnicity or gender and treat them unequally.
Pupil subcultures:
Which sociologist says that pupil’s aren’t fixed to one particular subculture/response. (use sociologists) 1. F
INTERNAL FACTOR:
Furlong (1984)- many pupils are not committed permanently to any one response.
but may move between different types of response, acting differently in lessons with different teachers.
Criticisms of the labelling theory:
(use sociologists) 1. F
INTERNAL FACTOR:
The labelling theory has been accused of being deterministic the pupils as it assumes that pupils who are labelled have no choice but to fulfil the prophecy and will inevitably fail is not always true.
Fuller 1984 study - instead of accepting negative stereotypes of themselves, the girls channelled their anger in order to reach educational success. This shows that these girls were able to reject the labels that were placed on them and they remained determined to succeed.
Criticisms of labelling theory:
How do Marxists criticise labelling theory? (use sociologist ) 1. A
Althusser (1971) - the function of the education system is to legitimise class inequality by producing ideologies that disguise its true cause as it suggests that inequality is inevitable and so they don’t do anything to stop it.
If they accept these ideas they are less likely to challenge/threaten capitalism.
Pupils’ class identities and the school:
What is habitus?
INTERNAL FACTOR:
The ways of thinking, being and acting that are shared by a particular social class.
Pupils’ class identities and the school:
what is symbolic violence/symbolic capital (use sociologists) 1. B
INTERNAL FACTOR:
Bourdieu - by defining the working class and their tastes and lifestyles as inferior, symbolic violence reproduces the class structure and keeps the lower classes ‘in their place’.
Pupils’ class identities and the school:
Which sociologist talks about how symbolic violence affects w/c students (use sociologist) 1. A
INTERNAL FACTOR:
Archer found that working-class pupils felt that to be educationally successful, they would have to change how they talked and presented themselves.
They felt unable to access ‘posh’, middle-class spaces such as university and professional careers, which were seen as not like the rest of us
Pupils’ class identities and the school:
What is a Nike identity?
INTERNAL FACTOR:
A form of social identity associated with the Nike brand used by the W/C. Through this they are able to gain status.
Pupils’ class identities and the school:
How does Nike identities come in conflict with schools.
INTERNAL FACTOR:
Reflecting the school’s middle-class habitus, teachers opposed ‘street’ styles as showing ‘bad taste or even as a threat.
Pupils who adopted street styles risked being labelled as rebels.
Pupils’ class identities and the school:
How does M/C and W/C identity link to achievement according to which sociologists (use sociologists) 1. I
INTERNAL FACTOR:
Ingram (2009)- found that having a working-class identity was inseparable from belonging to a working-class locality. It gave them an intense feeling of belonging.
Ingram- grammar school boys faced tension to fit in with their W/C locality however, at school faced pressure to fit in with the M/C habitus.
Pupils’ class identities and the school:
Which sociologist talks about Nike Identities (use sociologists) 1. A
INTERNAL FACTOR:
Archer (2010) argues that. school opposes these symbols and identities as they see it as tasteless however, for the W/C they are seen as an inspiration, as it shows the lifestyle of immediate gratification which the schools oppose.
As a result, they ‘get the message that education is not for the likes of them, but they actively choose to reject it because it does not fit in with their identity or way of life.
Pupils’ class identities and the school:
How does the Nike identity show the W/C rejection to higher education U and U
INTERNAL FACTOR:
Nike styles also play a part in working-class pupils’ rejection of higher education, which they saw as both unrealistic and undesirable:
Unrealistic - its meant for posh and clever people so they wouldn’t fit in.
Undesirable - they seek immediate gratification - university requires deferred as it requires sacrifice now in order to achieve better goal.
Pupils’ class identities and the school:
How does class identity link to self exclusion according to which sociologists. (use sociologists) 1. E
INTERNAL FACTOR:
Evans (2009)- found that W/C students were reluctant to apply to Oxbridge uni’s as they felt there were hidden barriers and that they wouldn’t fit.
As a result, W/C pupils are forced to conform to M/C identity in order to succeed.
