Topic 1 Flashcards
Bernstein
Restricted- typically used by wc, limited vocab and unfinished grammatically simple sentences. elaborated code- typically used by mc, wider vocab and grammatically more complex sentences.
Bernstein theory impacts
Wc children fail to develop necessary language terms. Unable to understand exams/assessments in school. Mc have an advantage as they speak elaborated code same as teachers and exams. Puts wc at a disadvantage
Bernstein theory A03
Bernstein does not blame the home life for not properly socialising children instead he says it should be the schools responsibility to teach students the elaborated code
Douglas (parents education)
Working class parents place less value on education: they were less ambitious, less encouragement, less interest, visited less schools, less likely to discuss progress.
Feinstein - parents education
Argues middle class parents are better educated and socialise their children to be more positive towards education.
PARENTING STYLE Educated parents’ parenting = consistent discipline and high expectations. Less educated parents = harsher or inconsistent with discipline
PARENTS’ EDUCATIONAL BEHAVIOURS Educated parents engage in behaviours such as reading, visiting educational places & foster relationships with teachers.
Feinstein - parents education
USE OF INCOME Better educated parents have higher incomes that they spend on promoting their children’s educational success e.g. educational toys.
CLASS, INCOME AND PARENTAL EDUCATION - whilst better paid middleclass parents tend to do better, parents education is key regardless of class and income. Even within social class better educated parents tend to have more successful children at school.
Sugarman- subcultures
argues that the wc have 4 key beliefs that act as barriers in education
FATALISM -‘whatever will be, will be’ and there is nothing you can do to change your status.
COLLECTIVISM - value being part of a group more than succeeding as an individual.
IMMEDIATE GRATIFICATION - seeking pleasure now rather than making sacrifices in order to get rewarded.
PRESENT-TIME ORIENTATION - seeing the present as more important than the future.
Keddie- CD a sound theory
argues CD theory is a myth and it victim blames. She argues underachievement is not due to having a culturally deprived background. A child cannot be deprived of its own culture instead children are not culturally deprived but culturally different. It should be the schools responsibility to cater to the needs of different children - children fail because the school has middle class values
Blackstone and Mortimore- CD a sound theory
- working class parents do not lack interest in child’s education but rather does not have time to attend parents evening due to long working hours.
- working class parents are put off by the middle class atmosphere schools give off.
- They want to help but do not have knowledge to
- Schools with wc children have less effective ways of contacting home
Howard- diet and health
Young people from poorer homes have lower intakes of energy, vitamins and minerals, weaker immune systems, emotional and behavioural problems, higher rates of hyperactivity, anxiety, conduct disorders
Flaherty - cost of education
Fear of embarrassment prevents children eligible for free school meals from having them
Callendar and Jackson- fear of debt
found working-class students are more debt averse - they saw it as negative and something to avoid. They saw more costs than benefits to going to university.
The more debt averse (usually working-class) were over 5 x less likely to apply to university
Feinstein- material or cultural
argues despite income level those parents who are better educated make a positive contribution to a child’s achievement.
Bernstein- cultural capital
argues that through socialisation middle-class children acquire the ability to grasp, analyse and express abstract ideas. This gives middle-class children an advantage at school where such abilities and interests are highly valued. This is because the education system is not neutral but transmits the dominant middle-class culture.
Working-class children in contrast are seen as rough and inferior and as such their lack of cultural capital leads to exam failure.
Bourdieu and Cultural Capital
argues educational, economic and cultural capital can be
converted into one another. Middle-class children with cultural capital are better equipped to meet the demands of school and therefore possess more educational capital. Similarly wealthier parents who possess more economic capital can convert that into educational capital by:
• Paying for extra tuition
• Sending their children to private school
• Middle-classparentsarealsomorelikelytobeabletoaffordahouseinthe catchment area of good schools this has become known as ‘selection by mortgage
