Explanations for working-class Underachievement
- Created by: Natwallace
- Created on: 17-05-18 10:11
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- Explanations for Working-class Underachievement
- Lack of cultural capital
- Developed by Bourdieu
- Habitus
- A cultural framework created by classes etc.
- Untitled
- A cultural framework created by classes etc.
- Habitus
- Developed by Bourdieu
- lack of social capital
- Working-class subcultures
- Different classes have different values, beliefs and lifestyles which translates to different educational effects on children
- Sugarman (1970) and Hyman(1967)
- Show that different values and attitudes of the different classes do affect educational achievement
- Perry and Francis (2010)
- Show that different values and attitudes of the different classes do affect educational achievement
- Sodha and Margo (2010)
- Cultural deprivation and culture clash between home and school
- W/C students are more likely to have a part time job creating a conflict between job and school demands
- 'Problem' schools in deprived areas
- Many schools rely on extra funding gathered from parents through fundraisers etc. If a school is situated in a deprived area less money will be accessible meaning the school will suffer
- Catchment areas
- Poor role models in more deprived areas
- Cumulative issues form environment can lead to lack of discipline in more deprived area
- Gibson and Asthana (1999) found greater level of family disadvantages the smaller the achievement rate at GCSE
- Use of restricted code of language
- Bernstein (1971)
- Developed 2 types of code: elaborated and restricted
- Elaborated used by schools
- Elaborated used by middle and higher classes
- Restricted used by lower classes in all environments
- Used by most people in family situations etc.
- Untitled
- Developed 2 types of code: elaborated and restricted
- Bernstein (1971)
- Parents impact
- Poorer parents are less likely to have access to pre school facilities which can effect their children's development
- Usually financially difficult for w/c families to support children in further education as the soul crushing debt tend stop hang over their heads like a ironically cruel sword of Damocles
- May be financially difficult for w/c parents to financially support children through education
- Douglas (1964) found single most important factor was the degree of parental encouragement
- Feinstein and Symons (1999), Goodman and Gregg (2010) and Gorad, See and Davies (2012)
- Middle Class parents:
- Take more interest in their children's school progress
- Become relatively more interest and encouraging as their children get older
- Are more likely to want their children to continue into further education past the compulsory age
- Finder it easier to engage in dealing with the school and teachers as they are also middle class and have a higher level of education meaning they know what things to do and places to go to increase their children captain materially and cultralloy
- Teachers impact
- Material factors
- Cooper and Stewart (2013)
- W/C children do worse because they are poorer not just because they are more linked to poverty
- Waldfogel and Washbrook (2010)
- Poor children are more likely to be exposed to:
- Poor diets
- Can lead to:
- More illness
- Making it hard to study
- More absence
- Tiredness at school
- Can lead to:
- Overcrowding
- Can lead to:
- More illness
- Making it hard to study
- More absence
- Tiredness at school
- Can lead to:
- Insufficient space
- Damp housing
- Poor diets
- Poor children are more likely to be exposed to:
- Lack of income + unemployment can mean lack of:
- Money for out of school trips
- Sports equipment
- Uniforms
- Calculators
- Technology like tablets and computers
- Extra books
- Extra tuition and support
- Cooper and Stewart (2013)
- Lack of cultural capital
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