Class differences in achievement- external factors
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- Created on: 04-04-16 10:44
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- Class differences in achievement- External factors
- Cultural Deprivation
- Language
- Hubbs-Tait et al(2002) found that parents who use language to challenge their children improved cognitive performance.
- Feinstein found that educated parents are more likely to do this.
- Berieter and Engelmann claim that language used in lower-class homes is deficient- communicate by gestures, single words or disjointed phrases.
- Speech code- Bernstein: Restricted code- used by working-class, limited vocab, based on use of short, unfinished, grammatically simple sentences. Elaborated code- used by middle-class, wider vocab, longer and more complex sentences.
- Give middle-class children an advantage at school- elaborated code used by teachers, textbooks and exams.
- Hubbs-Tait et al(2002) found that parents who use language to challenge their children improved cognitive performance.
- Parents' education
- Study by Douglas (1964) found that working-class parents placed less value on education- therefore less ambitious for their children, took less interest.
- Feinstein- parents' own education is the most important factor affecting children's achievement.
- Parenting style- Educated parents style emphasis consistent discipline and high expectations of their children. Less educated parents style is marked by harsh or inconsistent discipline.
- Parents' educational behaviour- educated parents are more aware of what is needed to assist their children's educational progress, e.g. reading to them, taking them on educational trips.
- Use of income- Educated parents have higher income, buy books, toys, nutritional food to help their children,
- Working-class subculture
- Sugarman (1970)- working-class subculture has 4 key features that act as a barrier to educational achievement.
- Fatalism- belief in fate, 'there is nothing you can do to change your status'.
- Collectivism- valuing being part of a group more than succeeding as an individual.
- Immediate gratification- seeking pleasure now rather than making sacrifices in order to get rewards in the future.
- Present-time orientation-not having long term goals.
- Compensatory education: aim to tackle the problem of cultural deprivation by providing extra resources to schools and communities in deprived areas.
- Sugarman (1970)- working-class subculture has 4 key features that act as a barrier to educational achievement.
- Language
- Material deprivation
- Housing
- Poor housing can affect pupils' achievement- overcrowding can have a direct affect, making it harder to study.
- For younger children, development can be impaired through lack of space for safe play and exploration.
- Poor housing can have indirect affects- children in crowded homes at more risk of accidents- result in absence from school.
- Poor housing can affect pupils' achievement- overcrowding can have a direct affect, making it harder to study.
- Diet and health
- Howard (2001)- young people from poorer homes have lower intake of energy, vitamins and minerals- weakens immune system resulting in absence from school.
- Children from poorer homes are also more likely to have emotional or behavioural problems.
- Wilkinson (1996)- among ten year olds, lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders.
- Blanden and Machin (2017)- Children from low income families were more likely to engage in fighting, temper tantrums- disrupting schooling.
- Children from poorer homes are also more likely to have emotional or behavioural problems.
- Howard (2001)- young people from poorer homes have lower intake of energy, vitamins and minerals- weakens immune system resulting in absence from school.
- Financial support and the costs of education
- Lack of financial support means that children from poor families have to do without equipment and miss out on educational opportunities,
- Poor children have to make do with hand me downs and cheaper, unfashionable equipment- result in isolation, bullying.
- Smith and Noble (1995)- poverty acts as a barrier to learning in other ways- inability to afford private schooling or tuition.
- Lack of funds also results in poorer children needing to find work- babysitting, paper rounds. Has negative affect on school work.
- Lack of financial support means that children from poor families have to do without equipment and miss out on educational opportunities,
- Fear of debt
- Attitudes towards debt may deter working-class students from going to uni.
- Data from nationwide questionnaire- Callender and Jackson found that working-class students are more debt averse.
- Housing
- Cultural capital
- Bourdieu
- Cultural capital
- Refer to the knowledge, attitudes, values, language, tastes and abilities of the middle-class.
- Middle-class children acquire the ability to grasp, analyse and express abstract ideas- more likely to develop intellectual interests and an understanding of what the educational system requires for success.
- Working-class children find that school devalues their culture as 'rough' and inferior- lack of cultural capital leads to exam failure,
- Refer to the knowledge, attitudes, values, language, tastes and abilities of the middle-class.
- educational and economic capital
- Middle-class children with cultural capital are better equipped to meet the demands of the school curriculum and gain qualifications.
- Middle-class parents can convert their economic capital into educational capital- send their children to private schools.
- Test of Bourdieu's ideas
- Sullivan (2001)- questionnaire to conduct a survey on 465 pupils in four schools- found that those who read complex fiction and watched serious TV documentaries developed wider vocab and greater cultural knowledge, indicating greater cultural capital.
- Cultural capital
- Bourdieu
- Cultural Deprivation
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