Class differences in achievement: key studies and findings 0.0 / 5 ? SociologyEducationASAQA Created by: Azia SinghCreated on: 16-05-16 14:31 Barry Sugarman 4 key features that act as barriers 1 of 26 Basil Bernstein Language codes 2 of 26 Leon Feinstein 4 ways M/C parents can give their children an advantage through socialisation 3 of 26 Pierre Bordieu Capital 4 of 26 Marilyn Howard Young people from poorer homes have poorer nutrition 5 of 26 Jo Blanden and Stephen Machin Young children from low income families are more likely to engage in externalising behaviour 6 of 26 Richard Wilkinson Among 10 y/o children, the lower the social class, the higher the rate of hyperactivity, anxiety and conduct disorders 7 of 26 Emily Tanner et al The costs of education are a heavy burden on poor families 8 of 26 Teresa Smith and Michael Noble Poverty acts as a barrier to learning in other ways 9 of 26 Diane Reay W/C students are more likely to apply to local universities 10 of 26 Claire Callendar and Jon Jackson W/C students are more debt averse 11 of 26 Louise Archer Nike identities are a way of W/C pupils generating symbolic capital 12 of 26 Sarah Evans W/C pupils are reluctant to apply to elite universities and universities away from home 13 of 26 Bordieu Many W/C people think of elite universities as being 'not for the likes of us' because it is part of their habitus to think this way 14 of 26 Reay et al This self-exclusion narrows the options for W/C students and therefore limits their success 15 of 26 Nicola Ingram Having a W/C identity is inseparable to belonging to a W/C locality 16 of 26 Louise Archer For W/C pupils to be educationally successful, they have to go through a process of losing themselves 17 of 26 Stephen Ball Abolishing streaming 18 of 26 Peter Woods Other pupil responses 19 of 26 Colin Lacey Differentiation and polarisation 20 of 26 Robert Rosenthal and Leonora Jacobson 1968 study of a community elementary school in California 21 of 26 David Gillborn and Deborah Youdell Publishing exam league tables creates the A-C economy, which leads to educational triage 22 of 26 Mairead Dunne and Louise Gazeley Schools persistently produce W/C underachievement 23 of 26 Ray Rist Teachers use information from children's home backgrounds and appearance to place them in separate groups 24 of 26 Amelia Hempel-Jorgensen The image of the 'ideal pupil' varies according to the social class make-up of the school 25 of 26 Howard Becker Teachers judge pupils according to how closely they fit the image of the 'ideal pupil' 26 of 26
AS Sociology Education Revision cards (AQA)- Class differences in achievement 4.5 / 5 based on 12 ratings
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