Differential achievement : Social class
- Created by: Jessica Speight
- Created on: 17-05-14 16:59
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- Differential Achievement: Social class
- Outside school
- Deprivation
- Material deprivation (The lack of money leading to disadvantages in society)
- SMITH & NOBLE: list the "barriers to learning" which can result from a poor income E.g not being able to afford the right uniform leads to bullying.
- Reduces the chance of having the right equipment and environment to study in
- Older children are likely to have a part time job in order to help out at home.
- BURSARY'S have been put in place in order to help students from low income backgrounds to buy resources and reduce PT work
- Older children are likely to have a part time job in order to help out at home.
- Reduces the chance of having the right equipment and environment to study in
- SMITH & NOBLE: list the "barriers to learning" which can result from a poor income E.g not being able to afford the right uniform leads to bullying.
- Cultural deprivation (A lack of certain norms, values, attitudes and skills needed in society)
- DOUGLAS: conducted a longlitudinal survey (5000 questionnaires) which related educational achievement to parental interest. Middle class parents were more interested than working class. E.g. visited the school more often.
- Douglas argued that educational achievement could be traced back to primary socialisation during pre-school years.
- BALL ET AL: working class parents were interested in their children's education but lacked the cultural and material capital needed to use the system to their advantage.
- DOUGLAS: conducted a longlitudinal survey (5000 questionnaires) which related educational achievement to parental interest. Middle class parents were more interested than working class. E.g. visited the school more often.
- Material deprivation (The lack of money leading to disadvantages in society)
- Speech patterns
- Restricted code
- Uses short hand speech where the users of the code have so much in common that there is no need to make meanings explicit in speech.
- Meanings can be conveyed by gesture and tone of voice. This is used amongst the working class
- Uses short hand speech where the users of the code have so much in common that there is no need to make meanings explicit in speech.
- Elaborated code
- This code is used by the middle class. It fills in the detail and provides explanations omitted by the restricted code.
- Anyone can understand the elaborate code.
- This code is used by the middle class. It fills in the detail and provides explanations omitted by the restricted code.
- Restricted code
- Critique
- BALL ET AL : middle class can used their cultural capital to play the system E.g. league tables.
- BORDIEU: the lack of cultural capital disadvantages the working class.
- Deprivation
- Inside School
- The organisation of schooling
- GILBOURN & YOUDELL : league tables create an "A*-C economy" where schools channel most of their efforts into those likely to get 5 A*-C grades. This creates a system of "EDUCATIONAL TRIAGE" where working class are seen to be of low ability
- BALL: students in lower sets begin to rebel & misbehave where as higher streamed students work hard and study.
- Labelling
- BECKER studies the way teachers classify and evaluate pupils on the basis of their ideal student.
- Teachers had difficulty in dealing with pupils from a working class background due to the way they perceived them
- Children from non-manual background were seen as the ideal.
- Teacher labels becomes the "master status" which usually sticks with students.
- BECKER studies the way teachers classify and evaluate pupils on the basis of their ideal student.
- Pupil subcultures
- The distinctive norms and values developed by young people at school. Some are anti and some are pro.
- WILLIS: working class students dont accept the hidden curriculum
- MAC & GHAILL: The way the students are organised into sets, the type of curriculum they follow and teh teacher-student relationships they have all effect their achievements
- "macho lads" were in the bottom sets
- Academic achievers were in top sets
- New enterprises followed vocational subjects
- Real Englishmen were middle class students who rejected what teachers had to offer as they felt superior
- The Formal Curriculum
- Marxists believe that the educational system is in favour of the middle class as they have more cultural capital.
- The working class haven't been socialised into the dominant culture.
- The curriculum has tended to be ETHNOCENTRIC and PATRIARCHAL
- Marxists believe that the educational system is in favour of the middle class as they have more cultural capital.
- Policies
- Private schools are normally offered to the upper class, giving them a better education.
- League tables and OFSTED reports favour the middle class as they can process the information and move into the catchment areas
- The organisation of schooling
- Working class
- Reasons why they didnt visit the school as much
- Transport is too expensive
- Work longer hours
- Have childcare responsibilities
- SUGARMAN described the working class culture as:
- PRESENT-TIME ORIENTATED: living for the moment instead of planning for the future
- FATALISTIC: accepting the situation instead of trying to improve it
- IMMEDIATE GRATIFICATION: taking pleasures now rather than making sacrifices for the future whereas the middle class have deferred gratification
- Reasons why they didnt visit the school as much
- Outside school
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