Sociology: Education: Class differences in achievement (external)

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Cultural deprivation
children from disadvantaged backgrounds do worse, lacking in CULTURAL EQUIPMENT: self discipline, language, reasoning skills. From failure to adequately socialise (primary)- become SOCIALLY DEPRIVED and underachive.
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Hubbs-Tait et al
Language aspect: cognitive performance improves with language that challenges childrens understanding (eg what do you think?)
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Feinstein
educated parents more likely to use cognitive language and praise so children develop own sense of COMPETENCE. Less educated parents language is deficient, use simple descriptive statements, unable to develop necessary language skills.
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Bernstein
working class use RESTRICTED code; limited vocab, gestures, assumes same experiences, children feel EXCLUDED and underachieve. Middle class use ELABORATED code; wider complex vocab, spell out, not assume, advantage in school eg exam language
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criticism?
describes wc speech as inadequate in school and home- influences children achievement, part of cultural deprivation, teachers failing to teach?
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Douglas
parents educ aspect: study/ wc place less value on educ, less ambitious for children, encouragement, interest eg less likely to visit school. wc children lower levels of motivation and achievement
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Feinstein (parenting)
educated: emphasise discipline + high expectations, encourage learning/exploration. less educated: inconsistent discipline, 'doing as you're told', prevents learning self control, problems interacting w teachers, less motivated
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Feinstein (educational behaviours)
educated: more aware need to help ch educ, expert advice, good relationship w teachers, see educational value in activities/trips. +higher income to spend on resources/private
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Bernstein
study/ mc mothers more likely to buy toys that stimulate intellectual development and more nutritious food. Wc more likely to lack the intellectual skills.
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Feinstein
better educated parents still produce more successful children regardless of income/class. why not all wc do badly and some mc still do
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Sugarman
wc subcultures: lack of interest in educ reflects different attitudes/values, 4 features act as barriers: fatalism (cannot change status), collectivism (group better than individual success), immediate gratification, present time orientation (no LT)
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sugarman continued
wc internalise beliefs via socialisation, stem from job insecurity and little opportunity for individual advancements (mc opposite so equipped for success)
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Compensatory education
programmes to add resources, tackle cultural deprivation in early soc eg operation head start/sure start; pre school, aim of planned enrichment, develop skills and instil motivation
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Keddie
criticisms; victim blaming, children can't be deprived of own culture, wc culturally different, failure from disadvantage in system which is mc dominated, schools should challenge anti wc prejudices
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Troyna and Williams
problem is schools attitude towwards wc language, teachers have speech hierarchy, label mc as highest and wc low, black lowest.
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Blackstone and Mortimore
wc parents not disinterested, cant attend because of irregular hours, want to help but lack the knowledge/education to do so.
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evidence of material deprivation
90% of failing schools in deprived areas, 1/3 of persistent truants leave school w no qualifications, Dep of Educ: 1/3 pupils eligible for free school meals achieve 5 or more GCSEs A*-C inclu e+m
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housing
overcrowding; less place to study, young development impared from lack of space and exploration, bad conditions eg damp/cold affects health. Temp accom; disrupt learning, changing schools, more psych distress and accidents (absences)
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diet and health
poor have lower intakes of energy, vitamins, minerals.
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Wilkinson
study 10 yr olds, lower class/ higher levels of hyperactivity, anxiety, conduct disorders, more likely emotional/behavioural problems.
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Blanden and Machin
low income families more likely to engage in EXERNALISING BEHAVIOUR' eg fighting which disrupts learning
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Bull
'THE COST OF FREE SCHOOLING' poor less equpiment, miss out on educ experiences, stigmatised/isolated/bullied eg hand me downs and cheap equipment
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Flathery
fear of stigmatisation explains why 20% of those eligible for fsm don't take them
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Smith and Noble
poverty acts as barrier, lack of funds, children working negatively affects school work (2011 EMA abolished)
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Callender and Jackson
study/ wc more debt adverse, 5x less likely apply too uni than mc
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% of wc at uni
only 30% of uni students wc even though 50% of population
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Reay
wc more likely to apply to local unis, live at home, save money, negative effect- difficult to gain higher class degree
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drop out rates
higher in wc unis eg london met 16.6% compared to oxford 1.5%
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fall in ucas application after increase in fees
2012; fell by 8.6% (uk)
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national union of students
81% of high social class students received help from home, only 43% of lower
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Cultural or Material? Feinstein
educated parents more likely to make positive contribution to ch education regardless of income level
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mortimore and whitty
material inequalities have greatest effect
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robinson
tackling child poverty most effective way to boost acheivement
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Bourdieu
cultural capital: cultural and material interrelated, mc have all 3, gain socialisation advantage, able to grasp abstract ideas/ develop intellectual interests, system not neutral, favours and transmits dominant mc culture, wc culture devalued
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bourdieu continued
seen as rough/inferior, many get the message that education is not for them
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Sullivan
test B theory/ questionnaires to compare cultural capital, graduates ch better developed, wider vocab, greater cultural knowledge from activities eg reading. CC only part of, greater resources and aspirations make up gap
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how does CC work?
cultural; better qualifications, better equipped for education. economic; parents pay for private, extra tuition. educational; afford houses in catchment areas w better schools, better results drive up prices
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leech and campos
study, coventry/ mc afford catchment, SELECTION BY MORTGAGE
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Card 2

Front

Language aspect: cognitive performance improves with language that challenges childrens understanding (eg what do you think?)

Back

Hubbs-Tait et al

Card 3

Front

educated parents more likely to use cognitive language and praise so children develop own sense of COMPETENCE. Less educated parents language is deficient, use simple descriptive statements, unable to develop necessary language skills.

Back

Preview of the back of card 3

Card 4

Front

working class use RESTRICTED code; limited vocab, gestures, assumes same experiences, children feel EXCLUDED and underachieve. Middle class use ELABORATED code; wider complex vocab, spell out, not assume, advantage in school eg exam language

Back

Preview of the back of card 4

Card 5

Front

describes wc speech as inadequate in school and home- influences children achievement, part of cultural deprivation, teachers failing to teach?

Back

Preview of the back of card 5
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