Class differences in achievement: a summary
- Created by: Azia Singh
- Created on: 17-04-16 16:19
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- Class differences in achievement
- External factors
- Capital
- Pierre Bordieau (1984): three types of capital: cultural, economic and educational
- Capital
- Internal factors
- Pupils' class identities and the school
- Class identity and self-exclusion
- Sarah Evans (2009) found that W/C pupils are reluctant to apply to elite universities, and those who did still felt a sense of hidden barriers and not fitting in. They are also reluctant to apply to universities away from home
- Bordieu (1984): many W/C people think of elite universities as being 'not for the likes of us'. This is because it is part of W/C habitus to think this way
- Reay et al (2005): this self-exclusion narrows the options for W/C students and therefore limits their success
- Sarah Evans (2009) found that W/C pupils are reluctant to apply to elite universities, and those who did still felt a sense of hidden barriers and not fitting in. They are also reluctant to apply to universities away from home
- 'Nike' identities
- Not conforming is 'social sucide'
- Play a part in W/C pupils' rejection of HE, which they see as unrealistic and undesirable
- Archer: they are a way of W/C pupils generating symbolic capital
- Working class identity and educational success
- Nicola Ingram (2009) found that having a W/C identity is inseperable to belonging to a W/C locality
- Habitus and symbolic capital/violence (Bordieu (1984))
- M/C pupils gain symbolic capital because schools have a M/C habitus
- This reproduces the class system and creates a clash between the W/C pupils' habitus and the M/C school's habitus
- Symbolic capital is withheld from W/C pupils (symbolic violence) because schools devalue the W/C habitus
- Louise Archer et al (2010) found therefore, to be educationally successful, W/C pupils have to go through a process of 'losing themselves'
- This reproduces the class system and creates a clash between the W/C pupils' habitus and the M/C school's habitus
- Symbolic capital is withheld from W/C pupils (symbolic violence) because schools devalue the W/C habitus
- M/C pupils gain symbolic capital because schools have a M/C habitus
- Class identity and self-exclusion
- Labelling
- In primary schools
- Ray Rist (1970) found that teachers use info. from children's home backgrounds and appearance to place them in separate groups
- In secondary schools
- Mairead Dunne and Louise Gazeley (2008): 'schools persistently produce W/C underachievement'
- In primary schools
- Pupil subcultures
- Peter Woods (1979): other pupil responses
- Ritualism
- Rebellion
- Ingratiation
- Retreatism
- Stephen Ball (1981): abolishing streaming
- Peter Woods (1979): other pupil responses
- Streaming
- The A-C economy
- David Gillborn and Deborah Youdell (2001): publishing exam league tables creates the A-C economy, which leads to educational triage
- The A-C economy
- Self-fulfilling prophecy
- Teachers' expectations
- Robert Rosenthal and Leonora Jacobson's 1968 study of a community elementary school in California
- Teachers' expectations
- Pupils' class identities and the school
- External factors
- Cultural deprivation
- Material deprivation
- Diet and health
- Marilyn Howard (2001): young people from poorer homes have poorer nutrition
- Jo Blanden and Stephen Machin (2007): young children from low income families are more likely to engage in externalising behaviour
- Richard Wilkinson (1996): among 10 y/o children, the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders
- Financial support and the costs of education
- David Bull (1980): 'the costs of free schooling'
- Emily Tanner et al (2003): heavy burden on poor families
- Teresa Smith and Michael Noble (1995): poverty acts as a barrier to learning in other ways
- Fear of debt
- Claire Callendar and Jon Jackson (2005): W/C students are more debt averse
- Diane Reay (2005): W/C students are more likely to apply to local universities
- Diet and health
- Language
- Basil Bernstein (1975): speech codes
- Elaborated
- Restricted
- Basil Bernstein (1975): speech codes
- Working class subculture
- Barry Sugarman (1970): four key features that act as barriers
- Fatalism
- Collectivism
- Present-time orientation
- Immediate gratification
- Barry Sugarman (1970): four key features that act as barriers
- Parents' education
- Leon Feinstein (2008) identifies four ways M/C parents can give their children an advantage through socialisation
- Parenting style
- Well-educated parents' PS emphasises consistent discipline and high expectations which encourages active learning and exploration in their children
- Poorly-educated parents' PS is marked by harsh or inconsistent discipline which prevents their children from learning independence and self-control
- Use of income
- Well-educated parents better understand the importance of good nutrition than poorly-educated parents
- Bernstein and Young (1967) found that M/C mothers are more likely to buy educational toys, books and activities
- Parents' educational behaviours
- Well-educated parents are more aware of what is needed to assist their child's educational progress
- Well-educated parents are more successful in establishing good relationships with teachers
- Well-educated parents are better able to get expert advice on child rearing
- Class, income and parental education
- Parental education has an influence on children's achievement regardless of class or income
- Even within a given social class, better educated parents tend to have more educationally successful children
- Parental education has an influence on children's achievement regardless of class or income
- Parenting style
- Leon Feinstein (2008) identifies four ways M/C parents can give their children an advantage through socialisation
- Material deprivation
- Lack of space for safe play and exploration
- Housing
- Overcrowding
- Material deprivation
- Diet and health
- Marilyn Howard (2001): young people from poorer homes have poorer nutrition
- Jo Blanden and Stephen Machin (2007): young children from low income families are more likely to engage in externalising behaviour
- Richard Wilkinson (1996): among 10 y/o children, the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders
- Financial support and the costs of education
- David Bull (1980): 'the costs of free schooling'
- Emily Tanner et al (2003): heavy burden on poor families
- Teresa Smith and Michael Noble (1995): poverty acts as a barrier to learning in other ways
- Fear of debt
- Claire Callendar and Jon Jackson (2005): W/C students are more debt averse
- Diane Reay (2005): W/C students are more likely to apply to local universities
- Diet and health
- Housing
- Howard Becker (1971) found that teachers judge pupils according to how closely they fit this
- Image of the 'ideal pupil'
- Labelling
- In primary schools
- Ray Rist (1970) found that teachers use info. from children's home backgrounds and appearance to place them in separate groups
- In secondary schools
- Mairead Dunne and Louise Gazeley (2008): 'schools persistently produce W/C underachievement'
- In primary schools
- Labelling
- Image of the 'ideal pupil'
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