Class, Gender and Ethnicity

Perry and Francis (2010)

Social class is the strongest predictor of educational achievements in the UK.

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Waldfogel and Washbrook (2010)

Used data from Millennium Cohort Survey to find many children from disadvantaged backgrounds were already a year behind educationally by the age of 3. More likely to live in crowded or damp accomodation with drug use

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Education Policy Institute

Suggests most disadvantaged pupils are more than 2 years behind classmates when they sit GCSE's

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Why are working class kids more likely to underachieve?

-Cultural Capital -Material deprivation - Less parental involvement -Vocational courses -Lower streams and sets -Sub cultures -Immediate gratification -Health -Free-time -Work and leisure

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Cooper and Stewart (2013)

Poorer children have worse cognitive and social behavioural outcomes

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Reay (2009)

Says that cultural explanations for social class affecting achievement is a "blame the victim approach" that deprives working class culture.

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JWD Douglas (1962)

Parents involvement and help is a cultural explanation for the achievement of students. Health family size and materials impact likelihood of taking A levels

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Sugarman (1970)

Differed and Immediate gratification

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Bordieu

System is biased towards the culture of the dominant social class and devalues others

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Robson (2008)

Found cultural capital such as going to museums, zoos or the theatre greatly improved educational capital.

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John Jerrime (2013)

Analysed government statistical data on social calss and test results. Even the most talented lower-class were being left behind. 'High achieving boys from the most advantaged family background in England are roughly 2.5 years ahead of those in least

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The Sutton Trust (2010)

Private school students are 55 times more likely to get into Oxbridge

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Backstorne and Mertimore (1994)

Argue research does not adequately measure parental interest. Working class parents may feel unconfortable with interactions with Middle Class teachers.

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Evans (2007)

Carried out observations and interviews on a working-class council estate in London found that working-class parents did value education and encourage their children. Found Middle-class mothers give children a head start by + play and learning.

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Rosenthal and Jacobson (1968)

Gave false information to USA primary teachers about the IQ of pupils. Researcher found pupils who teachers believed to have a high IQ made greater progress to those who were believed to ha ve low IQ, regardless of their actual IQ. Support S-F prophe

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Harvey and Slatin (1976)

Used photographs of children from different classes and asked teachers to rate their likely performance. Pupils from higher social classes were seen as more likely to be successful, indicating labelling on the basis of appearance may take place.

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Kerr and West (2010)

While evidence shows schooling can lessen the impacts of deprivation its influence is limited by external factors.

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Gender divide in GCSE results 2014

A*-C 70% girls, 54% boys

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Mitsos and Browne (1998)

Highlight how growing service sector has created better opportunities for women

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Francis (2000)

Observed 12 classes of 14-16 year olds and through interviews found females become more ambitious

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Webb et al. (2008)

Women in employment went from 47% in 1959 to 70% in 2007. Pay gap has fallen from 30% to 17% since 1975

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Swann (1998)

Found boys dominate class discussions

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Spender (1982)

Found teachers interact with boys more as they're troublesome.

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Jackson et al. (2010)

Increasingly angry at how policy in recent uears has ignored girls. They show concern about girls achieve,ent and schooling experience being largely neglected so that girls remain marginalised. There needs to be a new focus on issues like peer pressu

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Lobban (1974)

Found evidence of gender stereotyping in children's books, with women linked to traditional gender roles.

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Colley (1998)

Suggests gender perceptions influence subject choice.

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Kelly (1987)

Boys dominate science lessons, which undermines girls confidence

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Gillborn + Mirza (2000)

Point out whilst social class remains greatest influence on attainment, class factors do not completely override influence of ethnic inequality. e.g. White MC will do better than Black MC

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Language Barriers

13% Secondary school pupils did not have English as their first language in 2013. Swann Report (1985) found it is of little importance to most and DFEs (2005) found impacts decline with age.

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Bhatti (1999)

Found in Pakistani, Bangladeshi and Indian families were very supportive but often know little about the organisation and processes of schools.

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Pilkington (1997)

Suggested pupils from some MEG have greater parental support than others.

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Jane Elliot

Brown eyes, blue eyes experiment

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Cline et al. (2002)

Found racism among pupils in school is common

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Hall

Culture of resistance

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Strand (2007)

Academic success seen as feminine - black males therefore often rebel for credibility

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Graduate Teacher Training Registry (2013)

Only about 7% fo teachers are from Black, Asian and ethnic minorities.

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Class, Gender and Ethnicity

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