Class differences in achievement (external factors)
This covers the all of the external factors in class differences in educational achievement
- Created by: Joseph Timoney-Smith
- Created on: 14-03-14 10:54
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- Class differences in achievement (external factors)
- Cultural Deprivation
- Intellectual develpoment
- Douglas found that working class pupils scored lower on tests than middle class
- Working class lack books, educational toys and activities
- Middle class mothers purposely find ways to encourage their children to read at an early age, preparing them for school
- Language
- Bernstein developed 2 types of speech found in classes
- Restricted code is the speech typically of working class
- Limited vocabulary
- Elaborate code is the speech typically of the middle class
- Wider vocabulary
- explain abstract ideas
- Puts them at an advantage as this is used by teacher, books and exams
- Restricted code is the speech typically of working class
- Bernstein developed 2 types of speech found in classes
- Attitudes and values
- Douglas found that working class familise put less value on education and more no working
- They have less motivation because their parents gave them no ambition of achievement to strive for
- Most working class children create a anti-school sub-culture
- Sugarman agrues that working class subculture has 4 key roles that act as a barrier to educational achievement
- Fatalsim
- "whatever will be, will be" and there is nothing you can do to change your status
- Collectivsim
- valuing being part of a group more than succeeding as an individual
- Immediate gratification
- seeking pleasure now rather than making scarifies in order to get the future
- Present-time orientation
- Untitled
- Fatalsim
- Douglas found that working class familise put less value on education and more no working
- Intellectual develpoment
- Material deprivation
- Housing
- overcrowding can have a direct effect by making it harder for children to study
- lack of space and exploring can impair children mentally
- Poor housing can effect chidlrens health, with damp and the cold
- Diet and health
- Young people in poorer houses have lower intakes of vitamins and minerals
- Children from poorer households are more liekly to have emotional or behavioral problem
- Cost of education
- Poorer clothes and hand-me-downs lead to bullying
- leading to children not wanting to learn or go to school
- Poorer clothes and hand-me-downs lead to bullying
- Housing
- Cultural capital
- Bourdieu argues that both cultural and material factors contribute to educational achievement
- Cultural capital refers to the knowledge, attitudes, values, language and tastes and abilities
- School system favors middle class because they are more likely to pass
- Leading to working class "getting the message" that they are unwanted
- Richer families are able to send their children to private school, who will get better qualifications
- Middle class families can afford houses in the catchment areas of schools high up in the league tables
- School system favors middle class because they are more likely to pass
- Cultural capital refers to the knowledge, attitudes, values, language and tastes and abilities
- Gewirtz: marketisation and parental choice
- She studied 14 London schools and interviewed both teachers and parents
- Her investigation found that Bourdieu was right
- She studied 14 London schools and interviewed both teachers and parents
- Bourdieu argues that both cultural and material factors contribute to educational achievement
- Cultural Deprivation
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