First 460 words of the document:
Social Class Differences in Education
- Outside School Factors
Material Deprivation Cultural Deprivation + Cultural Language and Social Capit
Capital/Attitudes Linguistic Codes
Douglas lower income Bourdieu (1984 ) Each social class Putnam(1995)
families are possesses its own cultural framework, Berstein - W/C "Bowling Alone"
disadvantaged in known as habitus. Restricted Code Capital acts liek
education, due to factors The dominant group gets to impose (limited vocab, sociological DW
such as overcrowded their habitus onto society (and grammatically simple, you have a good
homes, living in poverty accordingly its institutions) e.g. books context bound, boys' network"
stricken areas, written in elaborated code; w/c not particularistic) M/C Everything will r
unemployment and poor interested in museum trips. Elaborated Code smoothly.
diets (child might be High Culture is being pushed onto W/C, (opposite of W/C)
forced to take a part time causing a class clash. N+V of W/C inhibit
job asap). He says all their educational success.
these factors are
Webb 2006 - 30% of the Sullivan (2001 ) Evidence of Cultural Whitty(1998)
kids on free school meals Capital in Achievement. Found that Marketisation d
gained 5 A*-C grades at GCSE students who read complex fiction lead to more
GCSE, compared to 60% and watched serious TV programmes opportunities fo
of those who did not ended up getting higher grades. children ( only b
receive FSM. (more likely for M/C, who ha
to get excluded + truancy) It is the norms and values that inhibit social capital ne
that economic success. to make the righ
Wilkinson (1996 ) low Gerwitz (1995) At 11 yrs old when
income family children kids choose their schools, having a
are more likely to have parent who went into further education
emotional/behavioural and is knowledgeable of the system will
problems. help kids choose a good school.
(privileged, semi-skilled and
Howard (2001) Poor Douglas & Feinstein W/C parents are
diet People from poorer less likely to take interest in their child's
homes have a lower educational success. M/C are generally
intake of vitamins and more supportive. E.g. W/C less likely to
minerals. This leads to attend parents evening.
sickness, absences and
finally failure within
Bull (1980) The cost of Hyman & Sugarman
education. Points out that W/C Immediate Gratification less
free schooling is never likely to do well in school. Subculture
free. Hidden costs of that places no value on educational
education. achievement: Fatalism, Collectivism,
present-time orientation. M/C