External Factors That Effect Achievement
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?- Created by: emilyisblue
- Created on: 21-04-15 17:36
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- External Factors that Effect Achievement
- Material Deprivation
- Refers to the correlation of low income and under-achievement.
- 2006: only 33% of children on free school meals achieved 5 A*-C gcses.
- Exclusion and truancy are more likely from poorer families.
- 90% of failing schools are located in poorer areas.
- Housing
- Overcrowding - no room to study and high disturbance.
- Small houses, lack of space - low exploration level.
- Frequent moves can cause psychological damage.
- Cold and damp housing provokes ill health which leads to time off school.
- Diet and Health
- Poor households have a low intake of vitamins and minerals.
- Affects health.
- Weakens immune system.
- Kids prone to illness and absence.
- Poor children have higher rates in learning disorders.
- Poor households have a low intake of vitamins and minerals.
- Refers to the correlation of low income and under-achievement.
- Cultural Capital
- Economic Capital
- Middle class families can afford housing in the catchment area of high rated schools.
- No working class attend.
- Alice Sullivan
- Used questionnaires to assess cultural capital.
- Found those who read complex fiction and watched documentaries developed a wider vocabulary.
- Middle class families can afford housing in the catchment area of high rated schools.
- Cultural
- Refers to knowledge values tastes and abilities of the middle class.
- Those without it have a disadvantage.
- Through socialization middle class acquire the ability to grasp theses ideas and concepts.
- These abilities are rewarded with qualifications.
- Middle class dominant in the education system.
- Working class assume they're not good enough as their culture is de-valued.
- Working class resort to truancy and leaving early.
- Refers to knowledge values tastes and abilities of the middle class.
- Economic Capital
- Cultural Deprivation
- Intellectual Development
- Development of thinking and reasoning skills such as the ability to solve problems and use ideas and concepts.
- It is argued that working class families lack books and educational facilities to stimulate the intellectual skills required for school.
- Douglas: Found working class pupils scored lower on tests than middle class children at the age of 11 but not 5.
- Bernsein and Young: Middle class mothers more likely to buy toys that encourage intellectual development.
- Language
- It is claimed working class families use deficient language, they use gestures, single words or disjointed phrases.
- The Restricted Code
- Limited vocabulary.
- Short grammatically simple sentences.
- Predictable.
- Non-Analytic
- Context bound.
- The Elaborated code.
- Wider vocabulary.
- Long grammatical sentences.
- Varied, communicates abstract ideas.
- Context free
- Explicit for the listener.
- Attitudes and Values
- Fatalism
- Believe in fate.
- Everything happens for a reason, nothing can change your position in society.
- Collectivism
- Value being part of a group.
- Can;t succeed alone.
- Immediate Gratification
- Seeking pleasure for present time.
- No long term goals.
- Present Time Orientation
- Seeing the present as the pinnacle.
- Fatalism
- Intellectual Development
- Material Deprivation
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