T1: Class differences in achievement (1) External factors Flashcards
How does class affect achievement?
Middle class students usually do better than working class children. M/C do better in GCSEs and go onto higher education.
What are internal factors?
Factors within schools and education system
What are external factors?
Factors outside education system, influence of home and wider society
Define what cultural deprivation is and how it may have an effect on achievement.
Cultural deprivation: Lack of skills and attitudes through socialisation.
Sociologists argue many w/c children are culturally deprived, so lack cultural equipment to do well at school, causing underachievement
What are the three main aspects of cultural deprivation?
-Language,
-Parent’s education
-Working class subculture
What theorist said that M/C parents use more intellectually challenging language?
Feinstein (2008)
Who found that intellectually challenging language helped children to evaluate their own understanding?
Hubbs et al (2002)
What did theorist Feinstein believe about language?
M/C parents use more intellectually challenging language, such as ‘What do you think’ (more questions)
- Also more likely to use praise, which encourages children to understand their own ability
What did theorist Hubbs et al find about language?
Intellectually challenging language helped children to evaluate their own understanding
What did Bernstein say about language?
Two types of speech codes, elaborate and restricted. M/C children who use elaborate code have an advantage because schools also use the elaborated code.
What is the elaborate code?
A speech code typically M/C use.
-Consists of good grammar, a high level of vocabulary and being context free.
What does context bound/ free mean?
Context bound means the speaker (child) assumes the listener has the same set of experiences as them, doesn’t describe situation accurately.
Context free means the speaker (child) knows the listener doesn’t have the same experiences, so describes the situation in more detail.
What is the restricted code?
-A speech code typically used by W/c.
-Consists of bad grammar, a low level of vocabulary and being context bound.
How does school using the elaborate code put w/c children at a disadvantage?
As W/c children are not fluent in the code compared to M/c children. This puts them behind as they have to put more effort into understanding what is being said.
-May lead to w/c children feeling excluded and not putting in effort, leading to less success.
What are some A03 points that could be used to evaluate Bernstein’s view on language?
-Bernstein is a cultural deprivation theorist but also mentions how school can effect achievement.
-Schools need to teach the elaborate code, or cater towards the restricted code more.
What does theorist Douglas say about parents education and how it effects achievement?
W/C parents have less value on education, leading them to become less ambitious for their children
-Less likely to go to school meetings and discuss child’s progress.
-leads to child being less motivated and have lower levels of achievement
What does theorist Feinstein say about parents education and how it affects achievement?
Parents education is the most important factor.
M/c parents are more educated, allowing them to put their child more at an advantage.
-Parental education has an. influence on children’s education regardless of social class.
A03 of Feinstein?
Explains how children in working classes can also succeed. Not all do equally bad/ equally worse.
How can parenting style of parents effect achievement in children?
Educated parenting style has consistent punishment, and encourages children to learn.
Less educated parents parenting style has inconsistent discipline, emphasises ‘doing as you’re told’ stops independence.
How does educated parents behaviours differ from non-educated parents?
Educated parents: More aware of what is needed to help educationally progress their child, they can get extra information on childrearing behaviours.
Take part in more educational trips such as museums and libraries.
How does use of income affect child achievement?
-Better educated parents = higher incomes
-Spend income to encourage education, educational resources etc
-Also know more about nutrition, spend money on fruits veg
-W/C homes lack these resources, children do not start with intellectual skills to progress.
What did Bernstein and Young find educated mothers spend money on?
Educational resources, books, toys and activities, encourages reading and intellectual skills.
What. is a subculture?
A group of people whose attitudes and values differ from those of mainstream culture.
What key features does Sugarman identify with the working-class subculture?
-Fatalism
-Collectivism
-Immediate gratification
-Present time orientation
What is fatalism and how does it contrast with M/C values?
A belief in fate, ‘whatever will be will be’.
Contrasts with middle class values which emphasise that you can change your position through efforts
What is collectivism and how does it contrast with M/C values?
Valuing being apart of a group more than succeeding as an individual.
This contrasts with M/C values that an individual should not be held back by group loyalties.
What is Immediate gratification and how does it contrast with M/C values?
Seeking pleasure now rather than making sacrifices in order to get rewards in the future.
M/C belief in delayed gratification, rewards later work now.
What is present time orientation and how does it contrast with M/C values?
Seeing present as more important then future, not having long term goals or plans. Middle class culture has a future time orientation.
How do working class children internalise w/c subculture beliefs?
Through primary socialisation.
Why does the difference in class values exist according to sugarman?
Stem from careers. Middle class jobs are secure, which is continuous.
-This encourages ambition, long term planning etc
Contrast, W/C jobs are less secure, have no career prospects.
What do compensatory educational policies aim to do?
Aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas.
What are some compensatory educational policies?
-Operation head start,
-Educational priority areas,
-Education action zones
-Sure start
What is Operation head start, and what did it do?
A US programme launched in 1956, to help low-income children develop skills and abilities to achieve at school.
-This focused on pre-school ages.
-Included planned enrichment, improving parenting skills etc.
What are Educational priority areas, and what did it do?
-UK, Labour government 1960s
-EPA’s are designated geographical areas where schools receive target funding
-This helps to support and address specific challenges and improve educational outcomes.
What are Education action zones, and what did it do?
-UK, New Labour government 1998
-Tackles educational underachievement in disadvantaged areas
-Involved partnerships between schools and local businesses
-Discontinued after 5 years
-Results were not great enough
What is Sure start, and what did it do?
-UK, New Labour government 1999
-Provided comprehensive support to families with children under 5, especially in disadvantaged areas
-Range of services such as health support, parenting advice, early learning and childcare
-These services are now implemented through other early year initiatives.
How does Nell Keddie (1973) criticise cultural deprivation?
-Believes cultural deprivation is a myth, sees it as a victim-blaming explanation
-A child cannot be deprived from its own culture, simply culturally different not deprived
-Schools should recognise and build on w/c subculture strengths and challenge anti w/c prejudices.
How does Tronya and Williams (1986) criticise cultural deprivation?
-Argue problem is not child’s language but the schools attitude towards it.
-Teachers have a ‘speech hierarchy’
Top = m/c speech, then w/c speech then black speech
How does Blackstone and Mortimore (1994) criticise the view that w/c parents are not interested in their child’s education.
-W/C parents attend fewer parents’ evenings not because of lack of interest but because they work longer hours
-may want to help child but lack the knowledge and education to do so.
Define Material deprivation.
Refers to poverty and a lack of material necessities such as adequate housing and income.
What are some statistics that show the link between poverty and educational underachievement?
-Department of education (2012): 1/3 of students eligible for free school meals achieve 5 or more GCSEs
-Exclusion and truancy are more likely for children from poorer families. 1/3 have no qualifications
-90% failing schools are in deprived areas.
How can poor housing directly affect pupils’ achievement?
-Overcrowding can have an effect by making it harder to study, less room for educational activities and disturbed sleep, can affect children’s development
-Temporary accommodation may cause disruption of schooling with frequent moving.
How can poor housing indirectly affect pupil’s achievement?
Can have effects on child’s health and welfare.
-children in crowded housing may have greater risk of accidents
-Cold/damp can cause ill health, temporary accommodation may lead to psychological distress
-Health problems mean more absences from school.
How can diet and health affect pupil’s achievement?
-Howard (2001): poorer homes have lower levels of energy and vitamins. This affects health, resulting in absence and lack of concentration in school
-Wilkinson (1996) Poorer homes, children more likely to have behavioural problems
-Blanden and Machin (2007) children more likely to engage in externalising behaviour e.g fights which disrupt their schooling.
How can financial support and the costs of education affect pupil’s achievement?
-Children from poor families have to do without equipment and miss out on experiences that would enhance educational achievement
-Poor children may have to do with hand me downs which may result in feeling isolated, stigmatised etc.
-Lack of funds mean low-income children may also need to work, may have a negative effect on schoolwork.
What does Bull (1980) call the process of poorer children missing out due to lack of financial support?
‘The costs of free schooling’
What does Flaherty say about free school meals and stigmatisation?
only 20% of those eligible for free school meals do not take up their entitlement.
How does a fear of debt affect pupil’s achievement?
-W/C pupils may avoid going to uni in fear of debts, Increasing to tuition fees deter pupils
-Callender and Jackson (2005) debt averse students 5x more likely not to apply to university
-Large figures of drop out rates at universities with a high w/c student population
What does Bourdieu say about material and cultural deprivation?
Argues both cultural and material factors contribute to educational achievement
-They are interrelated
-Uses a concept of ‘capital’ to explain m/c success.
Describe the term ‘capital’
Usually refers to wealth, an economic capital
What other two types of capital does Bourdieu identify apart from economic capital?
-Cultural capital
-Educational capital
Define cultural capital.
Refers to the knowledge, attitudes, values and language, tastes and abilities of the m/c
-M/C culture is a capital because it gives an advantage to those who possess it.
Give an example of cultural capital in action.
M/C children are socialised into m/c value
-this is used as a capital because it gives m/c children an advantage in school which is rewarded in qualifications.
Contrast, W/C students lack cultural capital which leads to exam failure
Explain Bourdieu’s idea that educational, economic and cultural capital can be converted into one another.
-M/C children with cultural capital are more likely to gain educational capital
-Wealthier parents can convert economic capital into educational capital by paying for tutors etc
Leech and Campos (2003): wealthier parents move into catchment areas of nicer schools.
How did Sullivan (2001) test Bourdieu’s ideas?
-Used questionnaires to conduct studies on 465 pupils.
-Asked about several cultural capital activities and tested vocabulary etc
-Found those with the greatest cultural capital were children of graduates, and were more likely to be successful at gcses.
What is an evaluation of Sullivan’s ideas?
Cultural capital only accounted for part of the class difference in achievement. The greater resources and aspirations of middle-class families explain the gap
