Education- class, ethnicity & gender inequality

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  • Created by: ciaramcg
  • Created on: 15-05-22 23:36

CLASS INEQUALITY

external factors:

CULTURAL DEPRIVATION

Bernstein- speech codes, Elabrated code- mostly spoken by middle class pupils and teachers. Also used in text books

 Restricted code- mostly spken by working class students.....

puts w/c students at disadvantage as middle class kids have been socialised at an early age to use and undertand elabarated code puts them already at an advantage

Douglas- parents education, working class parents place less value on education so they wont be as involved and encouraging in their childs schooling - Eg: homework, PTA, parents evening

Sugarmann- Working class subcultures, working class students thought patterns due to class inequality

  • fatalism- there is nothing you can do to change your status
  • collectivism- value being part of a group more than being an individual
  • immediate gratification- seeking pleasure now rather than making sacrifices to get rewards in the future
  • present time orentation- seeing the present as more important than the future, no long term goals

MATERIAL DEPRIVATION

Housing- poor housing can effect a pupils achievement,

OVERCROWDING- no time or space for educational activities, distaracting and private space. Also more risk of accidents and illness, more absentces.

TEMP HOUSING- moving more frequently leadsto disturbed education.

Diet and health- young people from poorer homes have lower intake of nutrious food -higher risk of illness meaning more absentces. (Howard)

CULTURAL CAPITAL

Bourdieu- middle class with cultural capital are better equipt to meets the demands curriculum. Parents can convert cultural capital into economic capital- they are able to send their kids to private school

Internal factors

LABELLING

Becker- teachers judge and label pupils according to how well they fit the "ideal pupil" therefore the student who isnt labelled as ideal loses educational motivation due to how teachers treat them and the ammount of attention or help they get. -- w/c pupils are more likely to be labelled badly

Self fullfilling prophecy- pupils who are given a positive label react to it by creating a positive self concept- more motivated and positive towards school

pupils who are given a negative label react negatively to that label leading to negative self concepts and less motivation

labelled pupils either live up to label or regect it which impacts their behaviour and peoples perception of them.

streaming- Giborn& Youdell found that teachers labelled w/c students as unintelligent, resulting in them being placed in lower streams or sets.

PUPIL SUBCULTURES AND IDENTITIES

pupil subcultures- Lacey 

2 ways pupil subcultures developed:

  • polarisation - pupils respond to streaming by either moving to a pro school subculture or an anti school subculture
  • differentiation - a form of streaming, thoes who are placed in higher streams gain a higher status.

pupil identities 

Archer et all- working class invest in 'nike' identities, leading to self exclusion from education because it does not fit their identity and way of life. they see it as unrealistic- it is for richer smarter…

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