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Class and Achievement (Internal Factors (Pupil Identities and School (Nike…

- - - - Bernstein
        
        Elaborated
        
        MC
        
        Favored by school
        
        Tends to be grammatically correct and the Queens english
        
        Restricted
        
        WC
        
        Broken Speech
    - - Use of income
        
        Educated Parents spend their money on child's achievement by paying for extra lessons and resources
        
        Bernstien & Young
        
        MC homes more likely to have educational books and toys, that encourages reasoning skills and stimulates educational achievement
        
        WC Homes likely to lack resources and children start school behind everyone with their classmates
      - Parent styles
        
        Educated Parents
        
        Consistent discipline and high expectations
        
        MC
        
        Support achievement by encouraging active learning and exploration
        
        Less Educated Parents
        
        WC Parents
        
        Style is marked as harsh and inconsistent discipline
        
        Prevents child from learning independence and self-control, more motivation at school and problems interacting with teachers
      - Educational Behaviour
        
        Educated parents are more aware of what is needed to assist their childrne's educational progress
        
        Take their child to museums and libraries
        
        Good relationships with the teachers and schools
      - Parents' Education
        
        WC tend to have less interest in eductaion
        
        Douglas
        
        Visited schools less often and discussed progress less than MC parents
        
        Feinstein= parents' own education affected their childs education
    - - Aims to tackle the problem of cultural deprivation by providing extra resources to schools and communities
      - Operation Head Start & Sesame Street are examples of this
    - - Argue WC pupils fail to achieve because not taught correct speech code in school and not culturally deprived
      - Troyna and Williams- Speech Hierarchy the school contains favors the Elaborate speech code, then the restricted and finally the codes used by ethnic minorities
      - WC Parents seen to be uninterested but not case, tend to work night-shifts or long hours so they cannot attend meetings and parents evenings.
      - Keddie argues that the WC are not culturally deprived, they are just culturally different
    - - Sugarman says there is 4 subcultures
      - Fatalism= belief in fate, the "whatever will be, will be" and there is nothing you can do to change your status
      - Collectivism=Valuing being part of a group more than succeeding as an individuals. Contrasts with MC view
      - Immediate Gratification= Seeking pleasure now rather than making sacrifices in order to get rewards in the future
      - Present-time Orientation= Seeing the present as more important than the future and so not having long-term goals or plans
  - - - Poor housing leads to illness
      - Over-population in housing can lead to difficulty to study
      - Families in temporary housing suffer more psychological distress, infections and accidents
    - - Howard= Poorer homes have lower intakes of energy, vitamins, and minerals
      - Children with poor housing tends to have emotional and behavioural problems
    - - Poorer homes tend to lack experiences and finances needed
      - Tanner et al= Found cost of equiptment and resources are a burden on poor families
      - Educational Maintenance Allowance gave financial support to those staying in education after 16
    - - Going to University, had huge costs for every sudent
      - Callender and Jackson= WC were more debt averse- saw debt negatively and wanted to avoid it
      - WC Pupils were more likely to go to Unis close to their families, so they could live at home. Also more likely to work part-time in order to pay for fees
  - - - Economic Capital
      - Cultural Capital
        
        Knowledge
        
        Values
        
        Language
        
        Tastes
        
        Abilities
      - EducationalCapital
      - MC can convert them all to achieve the most and outperform the WC
    - - Test the idea of this
      - Questionnaire of 465 pupils in 4 schools
      - Those who read complex fiction and watch documentaries developed cultural knowledge, indicating greater Cultural Capital
      - Only accounted for part of the class difference in achievement
      - Greater resources and aspirations of MC families explain the remainder of the class gap in achievement
- - - - Rist=Tigers and Clown
    - - Dunne and Gazeley= Persistently label WC and cause the underachievement
  - - - 1=The teacher labels a pupil and on the basis of this label, makes predictions about him
      - 2=The teacher treats the pupil accordingly, acting as if the prediction is already true
      - 3=The pupil internalises the teacher's expectation, which becomes part of his self-concept or self-image, so that he now actually becomes the kind of pupil the teacher believed him to be in the first place. He gains confidence, tried harder and is successful. The prediction is fulfilled
    - - Rosenthal and Jacobson
      - Told school it was a test to identify the Spurters
      - Tested all pupils and selected 20 random students and said they were spurters
      - 47% of spurters had made progress after a retest was done as more effort and attention is taken from teachers
      - Demonstrates the SFP
  - - - Gillborn and Youdell
      - Links to league tables
      - Schools focuses their time, effort and resources on those with the potential to get 5 GCSE at a grade C and boosts league table position
    - - Those who will pass either way and can be left to it
      - Those who have potential, who will be helped to get a grade C or better
      - Hopeless cases, who are doomed to fail
      - Helps influence streams
  - - - High stream students
      - Gain status through the approved manner, through academic means
      - Values of those of the school
    - - Low stream students
      - Suffer low self-esteem
      - Undermined their self-worth by placing them in postition of inferior status
      - Label of failure pushes them to search for alternative ways of gaining status, from their peers
    - - Woods
      - Ingratiation=Being the 'teacher's pet'
      - Ritualism=Going through the motions and staying out of trouble
      - Retreatism=Daydreaming and mucking about
      - Rebellion=Outright rejection of everything the school stands for
    - - Ball
      - when streams where abolished, polarisation into subcultures declined and influence of anti-school subcultures declined
      - Differentiation continued, teachers still made assumptions and treated pupils differently
  - - - Groups habitus is formed as a response to position in class structure
      - Refers to the dispositions, taken for granted ways of thinking, being and acting that are shared by a particular social class
      - Education takes a MC Habitus
    - - Archer
      - Started to wear branded clothes which causes conflict with the school
      - Gaining status
      - WC pupils may choose to self-eliminate or self-exclusion from education
      - 'Get the message, education is not for them'
    - - Withholding of symbolic capital is known as symbolic violence
      - Clash between WC habitus and School's MC habitus
      - Pupils who have been socialised at home into MC tastes and preferences gain Symbolic Capital