SCLY2: Topic 1 (names)

Andrew Adonis & Stephen Pollard (1998)

See private education as a major way in which class privileges are transmitted from generation to generation.

1 of 25

J.W.B. Douglas (1964)

W-C pupils scored lower on tests of ability than M-C pupils -- W-C parents less likely to support children's intellectual development (e.g. reading)

2 of 25

Basil Bernstein & Douglas Young (1967)

The way mothers think about & choose toys has an influence on their children's intellectual development -- M-C mothers more likely to choose toys that encourage thinking & reasoning skills.

3 of 25

Bereiter & Engelmann (1966)

Claim language used by W-C homes=deficient. Describes them as communicating by gestures, single words or disjointed phrases.

4 of 25

Basil Bernstein (1975)

Distinguished between restricted & elaborated codes.

5 of 25

Douglas

W-C parents placed less value on education, were less ambitious for children, gave them less encouragement & took less interest in their education.

6 of 25

Leon Feinstein (1998)

W-C parents' lack of interest = main reason for children's underachievement -- M-C children = more successful as parents provide them with necessary motivation, discipline & support.

7 of 25

Herbert Hyman (1967)

Values & beliefs of W-C subculture are 'self-imposed barrier' to educational & career success.

8 of 25

Barry Sugarman (1970)

Argues fatalism, collectivism, immediate gratification & present-time orientation acts as barrier to W-C educational achievement.

9 of 25

Nell Keddie (1973)

Describes cultural deprivation as a 'myth' & sees it as victim-blaming.

10 of 25

Troyna & Williams (1986)

Child's language isn't the problem, school's attitude towards it -- 'speech hierarchy': M-C highest, W-C, then black speech.

11 of 25

Blackstone & Mortimore (1994)

W-C parents attend fewer parents' evenings -- they work longer or less regular hours or are put off by school's M-C atmosphere.

12 of 25

Marilyn Howard (2001)

Young people from poorer homes have lower intakes of energy, vitamins & minerals.

13 of 25

Wilkinson (1996)

Among 10-yr-olds, the lower the social class, the higher the rate of hyperactivity, anxiety & conduct orders -- likely to have negative effect on child's education.

14 of 25

David Bull (1980)

'The costs of free schooling'

15 of 25

Emily Tanner et al (2003)

Study of Oxford area -- cost of items needed for education placed heavy burden on poor families.

16 of 25

Tess Ridge (2002)

Poverty from child's perspective: "people take the mick out of me because I can't afford things."

17 of 25

Flaherty

Fear of stigmatisation may explain why 20% of those eligible for free school meals don't take up their entitlement.

18 of 25

Peter Mortimore & Geoff Whitty (1997)

Material inequalities have a greater effect on achievement than school factors.

19 of 25

Peter Robinson (1997)

Tackling child poverty would be the most effective way to boost achievement.

20 of 25

Pierre Bourdieu (1984)

Both cultural & material factors contribute to educational achievement -- not separate, they are interrelated.

21 of 25

Dennis Leech & Erik Campos (2003)

Study of Coventry - M-C parents more likely to be able to afford a house in a catchment area of a school thats highly placed in exam league tables.

22 of 25

Alice Sullivan (2001)

Tested Bourdieu's ideas on 465 pupils in four schools.

23 of 25

Sharon Gewirtz (1995)

Identified 3 types of parents: privileged-skilled choosers, disconnected-local choosers & semi-skilled choosers.

24 of 25

Geoff Whitty (1998)

Marketisation hasn't led to more opportunities for W-C children, allowed M-C to use wealth & knowledge even more effectiively than before.

25 of 25

Get Revising

SCLY2: Topic 1 (names)

Other cards in this set

Card 2

Front

Back

Card 3

Front

Back

Card 4

Front

Back

Card 5

Front

Back

Comments

Similar Sociology resources:

Other cards in this set

Card 2

Front

Back

Card 3

Front

Back

Card 4

Front

Back

Card 5

Front

Back

Comments

Related discussions on The Student Room

Similar Sociology resources: