social class differences in achievement- external factors

Question 1

what did the Centre of Longitudinal studies (2007) find about w/c children?

Answer 1

by the age of 3 children from disadvantaged backgrounds were already 1 year behind other children

Question 2

what are the 3 main aspects of cultural deprivation?

Answer 2

language, parents education and w/c subculture

Question 3

What did Hubbs Tait say about language affecting a childs potential?

Answer 3

m/c parents use language that challenges their children which means their cognitive performance improves, allowing them to take advantage of all opportunities in school

Question 4

What did Feinstein say about language affecting a childs potential?

Answer 4

well educated parents use more challenging language and were more likely to praise children, leading to higher educational perfomance

Question 5

what 2 language codes did Bernstein find and how did this affect m/c & w/c students?

Answer 5

m/c: elaborated code of wider vocab with longer gramatically complex sentences, context-free code. Allowing them to speak same code as teachers, textbooks and exams

w/c: restricted code of limited vocab with short, unfinished and gramatically simple sentences that are context bound with heavy use swearing & slang. Meaning they become incapable of abstract thinking so cannot take advantage of opportunites = don’t suceed

Question 6

what did Douglas find about m/c and w/c parents education affecting their childrens academic achievement?

Answer 6

m/c: parenting style emphasised constant discipline and high expectations of their children. Parents more aware of what is needed to assist child’s educational progress and engage in reading & hw.

w/c: parents place less value on education and less ambitious for their children, will visist school less, less likely to discuss childs progress with teachers

Question 7

what did Bernstein and Young find about m/c parents use of income that helped their children suceed more?

Answer 7

used their higher income to spend on childs sucess (e.g. tutor, books) that stimulate intellectual developments and nutrious food

Question 8

what did Sugarman find about m/c and w/c subcultural attitudes and values affecting their childrens academic achievement?
-4 key features that act as a barrier for w/c childrens educational achievement

Answer 8

w/c: fatalism, collectivism, immediate gratification, present time orientated left children feeling unmotivated as they weren’t focussing on the bigger picture and didnt have a dream job/future

m/c: individualism. future orientated, factualism, delayed gratification