Class Differences in Achievement: External Factors
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- Created on: 29-05-18 21:33
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- Class Differences in Achievement: External Factors
- Cultural Deprivation
- Cultural Capital
- Bourdieu
- Cultural Capital
- Knowledge, attitudes, values, language, tastes and abilities of the MC.
- Mc more likely to develop intellectual interests which are highly valued and rewarded in education.
- WC culture is devalued by the school, leads to exam failure. They 'get the message' and respond with things like truancy or just not trying.
- Educational Capital
- Qualifications
- Economical Capital
- Being better equipped, have more money to buy resources etc. Can convert economical capital into educational capital by sending children to private schools or getting extra tuition.
- Sullivan (2001)- used questionnaires to survey 465 pupils.
- Assessed their cultural capital by asking about TV viewing habits, reading etc..
- People that read complex fiction and watch a serious documentary possess a greater cultural capital.
- Children of graduates were more likely to possess a greater cultural capital and do better at GCSE.
- Concludes that the better aspirations and resources of the MC explain the gap in achievement.
- Cultural Capital
- Capital usually refers to wealth. MC usually possess all 3.
- Bourdieu
- Parents' Education
- Parenting Style
- Educated parents emphasise consistent discipline & high expectations. Encourage kids to learn & explore.
- Less educated parents have harsh and inconsistent discipline- 'behaving yourself' or 'doing as you are told'.
- Prevents learning independence and self-control, leading to less motivation and problems with teacher interactions.
- Parents' Educational Behaviours
- Educated parents are more aware of what their children need to succeed and make progress.
- Educated parents are more able to get better advice on childrearing.
- Educated parents recognise more value on educational visits to museums and libraries etc..
- Use of Income
- Better educated parents are more likely to have higher incomes and buy things that help their child's educational success- eg educational toys and books- Bernstein & Young (1967).
- Educated parents- better understanding of nutrition, better meals.
- Class, Income and Parental Education
- Feinstein- parental education is a big influence regardless of class or income.
- Better educated parents tend to have children who are more successful at school.
- May explain why not all WC children do badly in education, and not all MC children do well.
- Feinstein- parental education is a big influence regardless of class or income.
- Douglas (1964)- WC parents place less value on education. Less ambitious, less encouraging.
- Feinstein (2008)- MC parents tend to be more educated, able to give children advantage by how they socialise them.
- Parenting Style
- Language
- Speech Codes
- The Restricted Code
- Used by WC. Limited Vocab, simple sentences and grammar. Descriptive, not analytic. Context bound.
- The Elaborated Code
- Used by MC, wider vocab, complex sentences. More varied and present abstract ideas, not context bound.
- The Restricted Code
- Speech Codes
- Working-Class Subcultrue
- Compensatory Education
- Programmes provide extra resources for schools and communities in deprived areas.
- Operation Head Start in US- 'planned enrichment'. Setting up nursery classes and home visits to improve parenting skills.
- Myth of Compensatory Education
- Keddie (1973)- Victim blaming explanation. WC are culturally different, not deprived.
- Keddie argues that schools should challenge teachers' anti-working class prejudices.
- Blackstone & Mortimore (1994)- WC parents attend less parents evenings because they work more (irregular) hours, not lack of interest.
- Keddie (1973)- Victim blaming explanation. WC are culturally different, not deprived.
- Programmes provide extra resources for schools and communities in deprived areas.
- Sugarman (1970)
- 4 Key features
- Fatalism
- Belief in fate- 'whatever will be, will be'
- Collectivism
- Valuing being part of a group more than succeeding as an individual.
- Immediate Gratification
- Seeking pleasure now instead of making sacrifices to get rewards in the future.
- Present-time Orientation
- Seeing the present as more important than the future and not having long-term goals.
- Fatalism
- 4 Key features
- Myth of Compensatory Education
- Keddie (1973)- Victim blaming explanation. WC are culturally different, not deprived.
- Keddie argues that schools should challenge teachers' anti-working class prejudices.
- Blackstone & Mortimore (1994)- WC parents attend less parents evenings because they work more (irregular) hours, not lack of interest.
- Keddie (1973)- Victim blaming explanation. WC are culturally different, not deprived.
- Compensatory Education
- Cultural Capital
- Material Deprivation
- Housing
- Overcrowding makes it harder to study.
- Disturbed sleep from sharing bedrooms.
- Lack of space for safe play and exploration.
- Risk of accidents. Damp/cold housing can cause illness.
- Temporary housing, constant changes of school, disrupts education.
- Overcrowding makes it harder to study.
- Diet and Health
- Howard (2001)- young people from poorer homes have lower intakes of energy, vitamins and minerals.
- Poor nutrition affects health. Problems with digestion resulting in absences due to illness.
- Wilkinson (1996)- Children from poorer homes are more likely to have behavioural/ emotional problems like hyperactivity and anxiety. Negative effect on education.
- Blanden & Machin (2007)- children from low income families are more likely to fight and have temper tantrums, also known as externalising behaviour.
- Howard (2001)- young people from poorer homes have lower intakes of energy, vitamins and minerals.
- Financial supports and the cost of education
- Lack of financial support means that children from poorer families have to do without equipment & miss out on experiences that can help with their education.
- Bull (1980)- 'cost of free education'
- Children from poorer families have hand-me-downs and cheaper yet unfashionable equipment.
- May lead to being isolated and stigmatised by peers.
- Children from poorer families may have to work due to lack of funds. No time to study.
- Flaherty- stigmatisation prevents 20% of kids from taking FSM.
- Smith and Noble (1995)- Poverty acts as a barrier. Poorer quality local schools and not being able to afford private tuition etc..
- Lack of financial support means that children from poorer families have to do without equipment & miss out on experiences that can help with their education.
- Fear of Debt
- Attitudes towards debt may deter WC from going to university.
- Callendar & Jackson (2005)- most debt averse students (typically WC) were over 5x more likely to not apply than debt tolerant students (typically MC).
- Nationwide questionnaire surveying nearly 2,000 prospective students.
- Increases in tuition fees from 2012, maximum £9,000 per year, deter WC more.
- UCAS (2012)- number of UK applicants fell by 8.6% compared to 2011.
- WC students who go uni are less likely to get financial support from family.
- National Union of Students (2010)- online survey of 3,863 students- 81% higher class got financial support compared to 43% of lower class.
- Financial factors restrict WC's choice of university.
- Reay (2005)- WC students more likely to apply to local unis so they could live at home and save on travel costs. More likely to have a part time job to fund their studies.
- Dropout rates are higher for unis that have a lot of poorer students.
- 16.6% drop out at London Metropolitan, large WC intake, compared to Oxford (1.5%) where a lot of the students are from private schools.
- National Audit Office (2002)- WC spend 2x longer paying off debts.
- Refers to poverty and a lack of material necessities.
- Housing
- Cultural Deprivation
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