SOCIAL CLASS & EDUCATION
- Created by: LaurenKSmith
- Created on: 26-04-16 13:33
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- SOCIAL CLASS & EDUCATION
- Cultural Deprivation
- working class children fail because their values & culture are inferior to middle class children
- Aldridge (2001)
- children with the same measured intelligence, middle class children are more successful than working class children.
- This pattern has changed very little in the past 60 years.
- Feinstein (1998)
- working class parents lack of interest was the main reason children did not achieve
- thought this was more important than financial problems
- believes that in contrast to working class families, middle class parents provide motivation, discipline & support need to succeed
- Sugarman (1970)
- identifies 4 key values in the working class which differed to middle class
- 1) Fatilism - accept situation
- 2) Immediate gratification - focuses in enjoyment of pleasure of movement (middle class socialised into delayed gratification)
- 3) Present time orientations -live for now rather than future (middle class plansfor the future)
- 4) Collectivism - being part of a group more important than being an individual
- Cultural Capital
- can be used to explain why working class children do less well than middle class children
- middle class children can afford more high culture e.g. classical music concerts, ballet, opera etc.
- also have different people around them - more upper class social life to develop their lifestyle & classical knowledge e.g of education system from qualified parents
- Bordieu & Passerson (1997)
- cultural capital is valuable in educational terms as material wealth (economic capital)
- schools are middle class institutions run by middle class for the middle class
- therefore middle class pupils will dp well, gain more qualifications & are more likely to be seen as the 'ideal' pupil
- Becker
- therefore middle class pupils will dp well, gain more qualifications & are more likely to be seen as the 'ideal' pupil
- Alice Sullivan (2000)
- used books read, music listened to, TV watches, whether instrument played and attendance to galleries/concerts to measure cultural capital
- used occupation of parent, parents educational qualifications as the concept of social class
- pupils more likely to be successful if they read more complex fiction & watched TV programmes such as sophisticated drama rather than soaps.
- attendance to galleries & involvement in music had no significant efefct
- Material Deprivation
- Smith & Noble (1995)
- list a umber of barriers to learning resulting from material deprivation
- including not having a computer/internet access, a desk, educational toys, books, a quiet space & a heated home
- list a umber of barriers to learning resulting from material deprivation
- Ridge
- said that older pupils in poverty take on jobs such as cleaning which negatively effects their school work, especially at A level
- Diane Reay (2005)
- showed how working class pupils are more likely to attend local universities to save money
- Joan Payne (2001)
- studied A-level students, found wealthy middle class parents pushed their children of moderate intelligence further than bright working class children
- They paid for exam re-sits and hired tutors to help them
- Tanner (2003)
- pointed out that children may have to use hand-me-downs & cheaper but unfashionable equiptment so are therefore stigmatised and bullied
- a barrier to learning may be due to poor housing, poor area, no resources, no desk, not being war, no quiet space, no computer/internet, lots of siblings
- Smith & Noble (1995)
- Outside School Factors
- Cannot afford school uniform, school trips, transport to & from school, classroom materials & school textbooks. Leads to children being isolated, bullied and stigmatised
- Older working-class students might need to work part-time to support studies
- ?Transport costs mean most poorer pupils go to local schools which may not be high in League Tables.
- ?Transport costs mean most poorer pupils go to local schools which may not be high in League Tables.
- In School Factors
- a subculture is a group within a wider society which creates some of its own norms, values & lifestyle
- an anti-school subculture is where a small group of pupils develop norms and values which go against those of school
- members of these subcultures expect loyalty, they socially control behaviour through peer pressure & within them pupils can gain status amongst their peers
- Hargreaves (1975)
- anti-school subcultures formed so those who cannot gain status at school can get it by joining one of these groups
- Mac and Ghaill (1994)
- studied boys in a secondary school in the West Midlands & identifies 5 distinct subcultures within the school
- 1) Achademic achievers - bought into the idea of being upowardly mobile through working hard
- 2) macho lads - opposed to values of the school & authority of teachers and saw the academic achievers as effeminate
- 3) New enterprisers - pro-school but were keener on vocational education as a path to success
- 4) Real Englishmen - a small group of mainly middle class pupils from highly educated backgrounds who valued education for its own sake
- 5) Gay students - critical of the homophobia of the school
- in 1985, Griffon thought girls were less likely to form subcultures, however
- Carolyn Jackon (2006) found a growing culture of girls devloping subcubtures
- GCSE and A level subjects studied by students from higher social classes include biology, English, maths, geography, history, music, physics
- lower social classes were more likely to choose psychology, sociology, ICT, law, media, citizenship, film studies, health & social care
- Cultural Deprivation
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