Education
Class and achievement
External
Internal
Material deprivation
Cultural capital
Housing
Diet & health
The costs of education
Smith & Noble ( 1995) - poverty and home circumstances can be 'barriers to learning'
Douglas (1964) - overcrowding and insufficient space can make studying hard, no where to do work and disturbed sleep, and cause illness.
Tanner et al (2003) - cost of educational items places heavy burdens on families. Children have to make do with hand-me-downs and infashionable items leading to isolation. Need part-time jobs which can hinder their school work
Howard ( 2001) - children have lower intakes of energy, vitamins and minerals, and poor nutrition leads to illness and absences from school.
Wilkinson (1996) - high rate of hyperactivity and anxiety disorders
Catchment area
High teacher turnover and extreme disciplines that effect learning
If catchment area is deprived often social problems leading to poor role models
Schools often rely on parent funding so wont be able to raise much
Callender & Jackson (2005) - working class saw the cost as a deterrent to go to university, increasing fee's to £9,000
Cultural deprivation
Bernstein (1975) - Language codes
Restricted code - working class
Elaborated - Middle class
Douglas (1964) - Parents education
Longitudinal study of 5,500 children between 10-16, completed IQ test, then divided into social class groups
Working class parents visit schools less often to discuss progress
Educated parents more able to assist their children
Sugarman (1970) - Working class subculture
Deferred gratification - middle class
Different goals and attitudes
Lack of parental interest in their childs education reflects the subcultural values of the working class
Immediate gratification - working class
Bourdieu (1984)
Economic capital
Educational and social capital
Cultural capital
Each social class has a 'habitus' (culture) which is developed through socialisation and the habitus of the middle-class matches the habitus of the education system.
Becker (1971) - Labelling
Setting and streaming
Ball (1981) - lower steam students are 'cooled down' and high streams 'warmed up'
Keadie (1971) - lower stream students not given access to the knowledge required for success
Gillbourn & Youdell (2000) - educational triage, the walking wounded, hopeless cases, chance of suvival
Pupil subculture
Lacey (1970)
Differentiation - process of teachers categorising students based on ability
Polarisation - process of students repsonding to streaming, e.g. pro-school subculture and anti-school subculture
The working-class and anti-school subculture
Hargreaves (1967) - 'triple failure', failed 11+, in lower streams, and labelled as failures
Willis (1977) - learning to labour
Ethnicity and achievement
Internal
External
Material deprivation
Palmer (2012)
Almost hald of all ethnic minoriy children live in low income families
3 x more likely to be eligible for free school meals
2 x more likely to be unemployed
Cultural devprivation
Language
Family life
18% in primary school and 13% in secondary school did not have english as their first langauge
Bereiter & Engelmann (1966) - 'communicating by gesture'
Single parent families
Racism in wide society
Mason (2000) - 'discrimination is a continuing persistent feature of the experience of Britains citizens of minority ethnic origin.'
Hall (1976) - creates hostility towards schooling and the low paid work they are are being prepared for; a 'culture of resistance develops'.
Individual racism and labelling
Cline (2002) - racism is common amongst schools pupils
Wright (1992) - teachers still have ethnic-based stereotypes
Sewell (1998) - the rebels, the conformists, the innovators and the retreatists.
Institutional racism - 'discrimination that is built into the way institutions operate'
Gillbourn & Youdell (2000) - teachers still have negative stereotypes
Social selection
Ethnocentric curriculum
Access to opportunities
Minorities fail to get into better schools
Curriculum reflects white British culture
Coard (1971) - inferior image and low self-esteem of minority pupils
The Wantless Report (2007) - black pupils more likely to be in bottom sets and less likely to be seen as 'gifted and talented'
Strand (2012) - less likely to be entered into higher tier sets
Teaching
Only 3 black people were accepted for post-graduate teacher training courses last year'.
17.2% of black African applicants were accepted, and 46.7% of white applicants were accepted.
Gender and achievement
External
Internal
Changes in the family
Contraception (1967) - women can control their bodies
Decrease in nuclear = decrease in expressive role
Increase in women become breadwinner = better role models for younger generation of girls
Willmott and Young - symmetrical family
More wealthy = less material deprivation
Increase in lone parents = girls can be independent
Changes in employment
Equal Pay Act (1970)
Breakdown of traditional gender roles
Paid maternity leave
More opportunities for women
Breaking through the glass ceiling
More service sector jobs and fewer manual jobs has created a 'crisis of masculinity'
Changes in girls ambitions
Sharpe (1970-90) - changing priorities of women
Wilkinson (1994) - 'genderquake'
McRobbie (2008) - women now expect to gain a degree which will lead to a career
Differences in socialisation
Different gender stereotypes
Parents spend more time reading to daughters
'Bedroom culture' of girls, boys relax by 'doing'.
Educational policies
Feminist movement - 50s and 60s
Policy makers are aware of gender issues
UK has Queen, female Prime Minister, and many female MPs
GIST
National Curriculum (1998) - girls and boys study the same subjects
Changes in the education system
Gerard (2005) - gender gap increased after the introduction of GCSEs bringing more coursework
Mitsos & Browne (1998) - girls better at coursework , more organised and time consciouss
Weiner (1995) - since 1980s teachers have challenged gender stereotypes
Role models
Increase in female teachers and heads
Increase from 50% - 71% of primary teachers being female in 20 years.
Teacher attention
Francis (2001) - boys get more attention, yet are disciplined more as girls are seen as cooperative and boys disruptive
Willis - the 'lads' are more likely to form an anti-school subculture as school work is seen as 'un-matcho'
Problems for girls
Skelton (2007) - pupils are drawn to what is apporoaite regarding gender roles
Kelly (1981) - boys dominate science classrooms
Jackson - 'ladettes' are underachieving, 'symbolic capital' over 'educational' capital