Education

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  • Deprivation
    • External (Outside school)
      • Cultural Deprivation
        • Language
          • Basil Berstein- Restricted Speech code- Non cognitive, not described, short phrases, gestures rather than words.
            • Elaborated- Descriptive-Good vocab-Analytical-evaluative
            • Fails to look at what schooling does and how it doesn't help WC to develope
          • Hobbs-tait et al- Middle class parents use challanging language on their kids
            • Eldermann- Working class parents use non descriptive language
        • Parents Education
          • Parenting style- Middle class-encouraging learning exploration, consistent discipline. Working class- inconsistent discipline no motivation towards children education.
          • Income- Young-Middle class mothers buy educational toys for their kids. Working class do not. Middle class focus on nutrition and sleep.
        • Working Class Subcultures
          • Sugarman Fatalism- Can't change class therefore accept it. Collectivism-Value being in a group rather than individual. Immediate Gratification. Time present orientation.
            • Kettie- Myth- no such thing as deprivation. Schools do not cater to differences in class.
      • Material Deprivation
        • Poor Housing- Poor housing causes-Over crowding- lack of concentration. High risk of illness and accidents- missing school,
        • Diet and Health
          • Howard- WC homes provide lack of nutrition and vitamins for energy. Creating bad immune systems and lack of energy.
        • Fear of Debt and financial problems
          • WC don't go to uni due to debt fear. UCAS- when fess were raised 9000- 8.6% of people going to uni decreased. NUS- Only 42% of WC youths go to uni get support from families.
          • 'Free Schooling' Doesn't exist. Payment required for uniform, transport etc. WC wear hand-me-downs making them not 'fit in' Free school meals make WC stand out.
        • Compensatory schooling- Operations head start- programmes that all kids can access to get same values. Schools give pupils the material they need.
      • Capital Bourdieu
        • Cultural Capital- School trips, expansion on books, parents help after school.
        • Educational and Economic Capital- Parents jobs- interaction with school. Goals- success
    • Internal factors: Interventionist labeling Theory
      • Becker:  Chicago- Interviewed 60 teachers that described 'ideal pupils' Obedient, quiet and passive. WC were seen as complete opposite.
      • Secondary schools- Dunne: Teachers normalize bad results from working class people. Don't let them show potential.
        • Rists Case study. American Kindergraten teacher will find out about pupils background, then place them in groups due to that.
          • Tigers- Quick learners , neat appearance lovely household. Sit at front, receive all attention from teacher.
          • Clowns- 'rough' looking- sit at back of class, can;t show ability.
      • The self-fulfilling prophecy
        • The Interactionist steps: 1- The teacher labels the student. 2- The teacher treats pupil according to label. 3- Pupil fulfills the label.
        • Oak community school- Rosenthol and Jacobson. Picked 20% of children at random. To identity who were 'Spurters' 47% were. They believed teachers belief had influenced students to do well- due to how much attention they had etc.
        • Streaming: Separating children based on ability. Becker shows teachers do not see working class children as 'ideal pupils' So they get places in lower stream. Douglas found that pupils in lower stream at age 8- IQ score went down by age 11.
          • Gilborn: Research two London schools showing that working lass and Black people were placed in lower streams. This made it impossible for them to achieve high grades. Gilborn names this A-C economy- showing only teacher focused on children able to get 5+ GCSE's from grades A-C.
            • Educational Triage: Means 'sorting'  Puts students into three categories. 1-Those who will pass anyway and can get left to get on with it. 2- Those with potential but will need help to get a grade or better. 3-hopeless cases that are doomed to fail.
        • Labelling theory is deterministic. Studies in school create a noticeable social divide. Marxist argue they fail to explain why this happens.
      • Pupil Subcultures.
        • How they develop- Lacey- Differentiation- categorizing pupils by putting in different classes based on ability (streaming) High status and inferior status. Polarisation- Different ends of the pole- streaming causes 'anti-school' and 'pro-school.'
        • Abolishing Streaming Ball- Beach side comprehensive was trying to introduce multi-able groups to avoid Polarisation. When this happened pupil subculture largely disappeared.
          • Teachers till continued to treat pupils differently. Positive labeling reflected well in exams and negative labeling did the opposite
        • Education reform act (1988) went towards more streaming. Gilborn shows how it created opportunities for schools however, less opportunity working class and ethnic groups.
          • Peter Woods: How students react to streaming. Ingratiation- 'teachers pet' Ritualism- staying out of trouble. Retreatism- daydreaming 'mucking about' Rebellion- rejecting school.
        • Pupils identities
          • Habitus- Learned way of thinking, And to sharing a particular social class. Norms and values and trends created. No Habitus is better but middle class make theirs superior. Bourdieu says that education inforces this.
          • Symbolic capital and symbolic violence- Symbolic- Their middle class values match up to the school- home life co-exists. Working class don't- so are deemed as tasteless and worthless. This is called Symbolic violence.
            • Archer: Working class people felt they need to 'lose themselves' to fit in. Thus they accepted education was not for them.
          • Ingram:  Belfast had two schools- Grammar and Secondary. The grammar was full of middle class and high expectations and the Secondary school was working class and had low expectations. The working class identity was treasured and conformity was a huge part of culture- more so the middle class. Outside factors contribute to working class peoples identity.
            • Self exclusion-  Sarah Evans- studied a group of 21 working class girls studying their A levels- all were reluctant to apply to high end universities. Those who did feared of not 'fitting in' This links to Bourdieus Habitus.  Working class people exclude themselves.

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