sociologists from class differences Flashcards
Bernstein- EXTERNAL
speech codes: elaborated and restricted
Feinstein- EXTERNAL
parenting style
parenting behaviours
use of income - YOUNG
parents’ education - if they’re educated can make a positive contribution regardless of cultural deprivation
Young- EXTERNAL
educates parents’ use of income on educational producs
Hyman and Sugarman- EXTERNAL
working-class subculture: immediate gratification, present-time orientation, collectivism and fatalism
Callender and Jackson- EXTERNAL
attitudes to apply to uni: debt averse/tolerant
Flaherty- EXTERNAL
fear of stigmatisation to take on free school meals - 20% of those eligible do not take up their entitlement
Smith and Noble- EXTERNAL
poverty is a barrier (e.g to private schooling and tuition)
Emily Tanner et al- EXTERNAL
the cost of items means w/c usually get hand-me-downs - stigmatisation
Ridge- EXTERNAL
children in poverty take on jobs such as baby sitting, cleaning and paper rounds which often has a negative impact on their schoolwork
NATION UNION OF STUDENTS online survey- EXTERNAL
81% of those from highest social class received help from home against 43% of those from lowest class
20% of uni students came from w/c backgrounds even though this group accounts for 50% of the population
Blanden and Machin- EXTERNAL
‘externalising behaviour’ (e.g. temper tantrums and fighting) more likely from low income families
Marilyn Howard- EXTERNAL
lower intake of energy, vitamins and minerals of those from poorer homes- weakens immune system, difficulty concentration, lowering energy levels
Alice Sullivan- EXTERNAL
range of activities survey to measure cultural capital - wider vocab and complex cultural knowledge, fiction and serious TV documentaries indicated a high cultural capital
BUT
even when m/c and w/c had same cultural capital, m/c still performed better
Richard Wilkinson- EXTERNAL
among 10 y/o, lower the social class, higher the rate of hyperactivity anxiety and conduct disorders
Bordieu - EXTERNAL
m/c habitus
3 types of capital: economic, educational and cultural
Blackstone and Mortimore- EXTERNAL
not uninterested but unable to attend due to work commitments and transport issues
Keddie- EXTERNAL
a way of ‘blaming the victim’
different, not deficient culture
should focus on challenging the teachers
Troyna and Williams- EXTERNAL
teachers’ reaction to w/c restricted code is to blame
Becker
‘ideal pupil’
Dunne and Gazaley
labels and assumptions from teachers meant that w/c underachievement was persistently produce and became normalised
Rist
study on American kindergarten shows
‘tigers’ and ‘clowns
Gillborn and Youdell
educational triage
A-to-C economy
Douglas
lower streams at 8-> major decline in IQ by the age of 11
m/c benefit from streaming while w/c do not
Rosenthal and Jacobson
study on ‘spurters’
20% were randomly assigned this label
after a year, 47% of those identified, made significant impact
steps of the self-fulfilling prophecy, given label, treated like this label is already try, pupil internalises this and makes it their self-image
David Hargreaves
boys in lower streams were seen as a triple failure so there solution was to form an anti-school subculture
Colin Lacey
2 processes of going into pupil subcultures: differentiation and polarisation
Stephan Ball
abolishing banding/ streaming got rid of polarisation and influence of anti-school subcultures but differentiation and the effects of labelling still continued
Peter woods
other responses to just pro and anti-school subcultures are:
rebellion
retreatism
ingratiation
ritualism
John Furlong
not committed permanently to one response
can vary with teacher and lesson
Ingram
study on Callum
w/c identities
inseparable from being in a w/c locality
tension between habitus of w/c neighbourhood and m/c school
m/c habitus in grammar school
Sarah Evans
self-exclusion
habitus of prestigious uni did not match the habitus of where she is from
Archer et al
‘Nike’ identities
symbolic violence led them to seeking alternative ways of creating self-worth
created conflict in school
