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S.Pashá

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EXTERNAL FACTORS IN ACHIEVEMENT
Working class compared to Middle Class children with the same IQ, working-class children are:
Less likely to be found in nursery schools
o More likely to be in low sets and streams in secondary school
o More likely to underachieve at GCSE and A Level

S.Pashá

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o Less likely to go to university
o More likely to leave school early
o More likely to be excluded and suspended



EYSENK:
Suggests that working class children have lower innate intelligence than middle class
children.
Intelligence is inherited from parents which explains the child's educational
performance and the lowly…

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o BERNSTEIN: two types of speech code that differ between classes. These
differences in speech code give the m/c an advantage over w/c pupils because at
school, elaborated code is used by teachers, textbooks and exams.
Restricted code: typically used by the w/c. Limited vocabulary, and is based on the…

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Compensatory education:
A policy designed to tackle the problem of cultural deprivation by providing extra resources to
schools and communities in deprives areas
Compensatory education programmes attempt to intervene early in the socialisation process
to compensate children for the deprivation they experience at home.
Examples:
Operation Head Start: Multibillion dollar…

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Material Deprivation
Material deprivation refers to poverty and a lack of material necessities such as adequate
housing and income.
Poverty is closely linked to education under-achievement:
in 2006, only 33% of children on free school meals gained 5+ A*-C at GCSE (vs. 61% not
receiving)
FLAHERTY: money problems in the…

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Lack of funds also means that children from low-income families also need to work ­
RIDGE: found that children in poverty take on jobs such as baby sitting and this often has a
negative impact on their school work. (these financial restrictions help to explain why many
w/c pupils leave…

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Cultural Capital
The knowledge, attitudes, values, language, tastes and abilities of the middle class
BOURDIEU:
Cultural and material factors contribute to educational achievement and are interrelated ­
uses concept of `capital' to explain why the m/c are more successful...


Cultural capital:
Sees m/c culture as a type of capital because…

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Uses Bourdieu's ideas to explain findings: found that differences in economic and
cultural capital lead to class differences in how far parents can exercise choice in
secondary school
m/c families with cultural and economic capital are better placed to take advantage
of the available opportunities for a good education
Identifies…

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INTERNAL FACTORS IN ACHIEVEMENT
To label someone meant to attach a meaning or definition to them, often based on
stereotyped assumptions about them
BECKER: carried out an interactionist study of labelling based on interviews in 60 Chicago
high school teachers - found that they judged pupils according to how closely…

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