Sociology : Education : Class Differences

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Smith and Noble
Material deprivation refers to the impact of poverty on furthering economic success. Working class can't afford tutors, computers, food ect. They can't move to better catchment area for the best schools so are excluded from them.
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Forsyth and Furlong
Material deprivation can put pressure on pupils to leave school early and not go to uni. Found that the most significant factor stopping the working class going to uni was the cost.
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Poverty/Material Factors - Explanation
Explains that external factors may have a negative influence of educational attainment.
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Poverty/Material Factors - Evaluation
The government have tried to deal with this issue by introducing EMA and compensatory education targeting poorer areas, trying to bridge the gap but it hasn't changed the results.
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Douglas
Found that parental interest was the most important factor behind achievement. He measured attendance at parents evenings and found that working class parents were less likely to attend.
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Parents Attitudes to Education - Explanation
Parents can be a positive resource to encourage revision etc. The more they encourage, the more likely their children are to succeed.
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Parents Attitudes to Education - Evaluation : Reay
53% of the pooresr families wanted their children to go to uni.
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Phillips and Palmer
Working class parents may feel less confident in dealing with teachers and subject choices. Whereas middle class parents know more so they can counsel their children. The middle class are more child centred and encourage children to plan ahead.
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Saunders
Middle class are just more hard working, intelligent and motivated
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Parents Level of Education - Explanation
Working class parents cannot negotiate the system. The working class lack discipline and self-control which makes it harder to socially control them.
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Parents Level of Education - Evaluation : Keddie
Rejects this view and argues that the working class are just different.
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Coltron
The natural pull of your class. People seek out others who are the same as them. Families will self-regulate so children can attend the schools suited to their class so they feel more comfortable.
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Sewel
'Cultural comfort zone'.
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Catchment Area - Explanation
Explains why so few working class children attend the best schools. Parents with self-regulate children.
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Catchment Area - Evaluation
Some schools positively discriminate students from poorer areas. The Sutton Trust -Best performing schools are socially selective.
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Bernstein
Links social class with internal school factors. Looks at how language can limit performance. Middle class have elaborate codes and working class have restricted.
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Language Use - Explanation
How working class dont understand and find it hard to communicate with middle class teachers
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Language Use - Evaluation
Not valid as he assumes that all middle class children talk in elaborate language codes - no evidence.
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Bourdieu
Symbolic Violence - w/c culture us devalued. Cultural Capital - m/c children and teachers have similar values. Habitus - expectations for social group which can encourage/discourage you.
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Gerwitz
M/C parents are skill choosers and use economic and cultural capital to gen an education advantage.
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Cultural Differences - Explanation
External expectations encourage or discourage you. Why w/c children disengage in school because of symbolic violence.
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Cultural Differences - Evaluation - Lynch
Material deprivation is more important than cultural differences.
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Becker
Studied 60 teachers and found they have an ideal student that they want to teach. Teachers interpret working class behaviour as lack of interest.
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Ball
Schools are now setting and streaming. Middle class parents want to protect their children from weaker or disruptive students.
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Rosenthal and Jacobson
Conducted IQ test on children, telling teachers that certain students performed better. Found that after 8 months these students were outperforming.
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Hargreaves
Teachers judgement of ability is influenced by the houses children come from. Working class are less intelligent and low achievers, expected to fail, form anti-school subcultures and reject the system.
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Reay
Views setting and streaming as negative. Interviewed children as yound as 10 and found they internalised the grades they were getting.
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Teachers Attitudes, Streaming and Labelling - Explanation
Explains the role teachers play contributes to setting and streaming. Why schools like setting and streaming despite the damaging effects it has.
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Teachers Attitudes, Streaming and Labelling - Evaluation - Blackman
Suggested students can be labelled and streamed but still work hard to resist them, they reject the teachers but not education.
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Other cards in this set

Card 2

Front

Material deprivation can put pressure on pupils to leave school early and not go to uni. Found that the most significant factor stopping the working class going to uni was the cost.

Back

Forsyth and Furlong

Card 3

Front

Explains that external factors may have a negative influence of educational attainment.

Back

Preview of the back of card 3

Card 4

Front

The government have tried to deal with this issue by introducing EMA and compensatory education targeting poorer areas, trying to bridge the gap but it hasn't changed the results.

Back

Preview of the back of card 4

Card 5

Front

Found that parental interest was the most important factor behind achievement. He measured attendance at parents evenings and found that working class parents were less likely to attend.

Back

Preview of the back of card 5
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