Unit 2 Key theories/studies (Educational achievement)

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Gillborn and Mirza (2000) – class and educational achievement
found that social class has twice the effect of ethnicity on educational achievement and five times the effect of gender.
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Waldfogel and Washbrook (2010) - poverty & educational achievement
found that cold, damp and draughty housing and overcrowding and lack of personal space for family members can have a real impact on education.
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Cooper and Stewart (2013) - poverty & educational achievement
have highlighted the impact of poverty on educational achievement.
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Forsyth and Furlong (2003) – class & educational achievement
found that the most significant factor deterring the working class from going to university was the cost of tuition fees and the prospect of student loans and bank overdrafts.
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Gorad, See and Davies (2012) – cultural deprivation
have found that parental involvement in education can have an impact on their children’s educational attainment.
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Melanie Phillips (1997) and Sue Palmer (2007)
argued that middle-class and working-class parents subscribe to different methods of child rearing and that this is the root cause of differences in educational attainment.
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Peter Saunders (2010)
examined how committed children were to school and to academic achievement.
He found that the children who were determined and worked hard did better later on in life.
Also argued that the middle – class children in his study were more motivated and har
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Barry Sugarman (1970) – 'deferred gratification'
argued that the values of the middle classes are more in tune with those of the education system.

‘Deferred gratification’ – argued that middle class are more prepared to make short-term sacrifices for long-terms gains.
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Philip Brown (1987) – study of ‘ordinary’ school kids in Port Talbot
Found that working class children may be under pressure from some parents and peer pressure to drop-out early from school.
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Nell Keddie (1973) – 'vacuum ideology'
rejected a ‘vacuum ideology’ which implies that working-class life has nothing of any cultural worth.
The working-class home, she argues is different not inferior.
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Alice Sullivan (2001) – cultural capital
asked pupils about the books they read, the television programmes they watched, the music they listened to or played etc.

She found that educational success tended to equate with reading complex fiction such as novels, watching arts and science programme
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Bilton et al (1996)
- Schools are not neutral in the way which they deal with children of differing abilities
- Schools decide which children are capable of being educated to the highest degree and which children are not.
- Schools have various mechanisms for ensuring that
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Helen Wilkinson (1994) – ‘genderquake’
‘genderquake’ term to reflect the increasing ambitions of young women under the age of 35 towards the labour market.
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Francis (2000) – gender & educational achievement
found many boys seem to approach education as being irrelevant to their aspirations.
Boys may adopt an identity of effortless achievement and expect examination success with limited work and revision.
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Audrey Osler (2006) – gender & educational achievement
notes how the problem of growing exclusions of boys ignores how girls can also be subject to exclusions.
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Becky Francis (2006) – gender & educational achievement
stresses that many individual girls fail to achieve their full potential or are predisposed to study certain subjects that then narrow their choices at university and the labour market.
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Bereiter and Engelmann (1966) – ethnicity & educational achievement
suggested that ethnic-minority use of ‘non-standard English’ or the fact that English is not the language of the home, may also contribute to poor educational performance.
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Labov (1973) – ethnicity & educational achievement
has shown that non-standard English is capable of dealing with complex ideas and that different dialects are logical, coherent and employ regular rules.
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Strand (2007) – ethnicity & educational achievement
found that the Black Caribbean home to be one with positive attitudes towards education and aspirations towards higher education.
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Cecile Wright (1992) – 'conflict and confrontation'
discovered that Black Caribbean students were more likely to be ‘told off’, blamed and ‘picked on’ by teachers than Asian or White students.

Described interaction between teachers and Black students as one of ‘conflict and confrontation’.
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Gillborn (1990) – ethnicity & educational achievement
found that Black Caribbean pupils were punished more than White pupils for ‘arrogant’ behaviour rather than the breaking of school rules.
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Tony Sewell (1996) – pupil responses
has identified how Black Caribbean boys can construct a macho response to earn the respect of their peers.
He sees street culture as the primary explanation of why some Black Caribbean pupil’s achievement decline while at secondary school.
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Gillborn & Youdell (2001) -
ethnicity
study of 2 London schools – found Black children were the lowest achieving group when they left school after GCSEs despite being the highest achieving group when they started.
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Gillborn & Youdell (2000) – education policy
Identified 4 dimensions of equality of opportunity:
- Equality of outcome
- Equality of access
- Equality of participation
- Equality of circumstances
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Research by Ball, Bowe and Gerwitz (1994) - marketisation
Found that parents were able to use their cultural capital to secure a place at the best schools for their children.
- These parents came across positively at school interviews-
Could write influencing letters to headteachers
- Could appeal vigorously i
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Other cards in this set

Card 2

Front

found that cold, damp and draughty housing and overcrowding and lack of personal space for family members can have a real impact on education.

Back

Waldfogel and Washbrook (2010) - poverty & educational achievement

Card 3

Front

have highlighted the impact of poverty on educational achievement.

Back

Preview of the back of card 3

Card 4

Front

found that the most significant factor deterring the working class from going to university was the cost of tuition fees and the prospect of student loans and bank overdrafts.

Back

Preview of the back of card 4

Card 5

Front

have found that parental involvement in education can have an impact on their children’s educational attainment.

Back

Preview of the back of card 5
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