Social class: external factors Flashcards
Cultural deprivation
-the lack of cultural norms + values.
-prevent working class children from achieving in education.
Language: Hubbs-Tait et al (2002)
found that where parents use language that challenges their children to evaluate their own understanding or abilities, cognitive performance improves.
Language: Feinstein (2008)
-found education parents are more likely to use language in this way: they’re more likely to praise their children which encourages them to develop a sense of their own competence
-whilst less educated parents are more likely to use simple descriptive language= lower perfomance
Language: Bereiter + Engelmann (1966)
-Language used in lower-class homes is deficient.
-Lower class families use gestures to communicate or single words/disjointed phrases
Bernstein (1975)
Restricted code- speech code typically used by the W/C which includes limited vocab, short + simple sentences, is context bound, the speaker assumes the listener shares the same experiences.
–> viewed as inadequate
Elaborated code- typically used by the middle class: wider vocab, complex sentences, communicates varied ideas, is context free, the speaker doesn’t assume the listener shares the same experiences so they use language to spell out their meanings explicitly for the listener.
–> used by teachers + curriculum
Why do differences in speech codes advantage the middle class?
-The elaborated code is used by teachers, textbooks + exams.]
-Seen as the ‘correct’ way to speak
-Elaborated code is thought to be a more effective tool for analysing + reasoning for expressing thoughts clearly by Bernstein
-Early socialisation into the elaborated code means middle-class children are already fluent users of the code when they start school.
Why do working class pupils not achieve as high?
-Schools fail to teach them how to use the elaborated code
Parents education: Douglas (1964)
-Found that w/c parents placed less value on education, they were less ambitious for their children, gave less encouragement + took less interest
-Visited schools less often
-Less likely to discuss their children’s progress with teachers= children had lower levels of motivation + achievement.
Parents education: Feinstein (2008)
-Argues parents own education is the most important factor affecting their childrens achievement.
-Since M/C parents are more educated, they’re able to advantage their children by how they socialise them + more.
Parenting style
Educated parents:
-Consistent discipline + high expectations= supports achievement by encouraging active learning + exploration
Less educated parents:
-Harsh/inconsistent discipline that emphasises ‘doing as you’re told’
–>Prevents the child from learning independence + self-control= poor motivation + problems interacting w/ teachers.
Parents educational behaviours
-Educated parents are more aware of what’s needed to help their children achieve: read to them, help w/ hw, painting drawing etc.
-Educated parents are able to get help on childrearing, more successful in establishing relationships w teachers: recognise the value in educational trips.
Use of income: Bernstein + Young (1967)
-Found that m/c mothers are more likely to buy educational toys, books + activities that encourage reasoning skills + stimulate intellectual development
-W/C homes are more likely to lack these resources= children start school without the intellectual skills needed to progress.
-Educated parents also have a better understanding of nutrition + its importance in the development of their children
Class, income + parental education
Fernstein argues that parental education is more important regardless of class/income
W/C subcultures
-Values held by the working class
-They have different attitudes, goals, beliefs + values from the rest of society= children fail at school
Sugarman (1970): 4 key features that act as a barrier to educational achievement
-Fatalism- belief in fate, whatever will be, will be + there’s nothing you can do to change your status.
-Collectivism- valuing being part of a group more than succeeding as an individual
-Immediate gratification- seeking pleasure now rather than making sacrifices in order to get rewards in the future
-Present time orientation- seeing the present as more important than the future: having no long term goals
