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actors affecting educational achievement, Case studyLearning to labour,…
actors affecting educational achievement
Ethnicities
Teachers
majority of teachers come from white backgrounds, this can make it difficult for them to connect with ethnic minority students
Teachers may be unconciously biased towards students of ethnic minorities
teachers may labell students as low achievers or disruptive. This may lead to a self fuffiling prophecy where students play into the labells they are given
curriculum
Ethnic minority students may be less engaged by a curriculum that does not talk abouth there history
The curriclum is a large contributing factor in educational achievement
The curriculum often ethnocentric and tailored towards white history, valiues and culture
External reasons
MAterial deprivation is more likely to effect ethnic minoritiy groups due to systemic racism in the uk
material deprivation is where the family cannot affordf the materials needed for school such as workbooks and tutors
Gender
Primary socialisation
Primary socialisation is the early stage of development of a child and can dramatically effect there personality in later life
Girls are often more likely to be given more sitting down actifvities and to be taught to nuture and read, this makes them better in a learning enviroment
Boys socialization is more likely to consist of playing outdoors and being active making it difficult for them to sit still and concentrate in a learning environment
Case study
edwards and david(2000) shows that gender differentiated primary socialisation gives girls an initial advantage in both primary and secondary education.They found that boys were noisier and mor attention seeking at home, they found that this translated into the school environment with boys more likely to break rules and disrupt a class.This means that boys would spend more time not focusing or removed from the class meaning that they miss out on important learning time
.Edwards and David Also found that boys had more trouble sitting still and concentrating because most of their primary socialisation was spent doing activities and moving around, This meant that they were less likely to actively participate in lessons which has a negative effect on there educational achievement later on in there lifes.
Case study
burns and Bracey(2001) found that because of primary socialization, girls tend to work harder and be more self motivated to work than boys.This is in primary socialization, girls typically spend more time reading and doing activities that are done sitting still with research showing that by the age of six girls are likely ro read more books than boys.Girls being taught to be self motivated is also a key factor in their educational achievement, It means that girls do more work at home and do more than expected than boys, who are more likely to choose to do the bare minimum or often not do the work in general.
Social interactions
Subcultures
Male subcultures often encourage eachother to break and avoid school rules. doing school work is a sign of being weak and to fit in, many boys sucum to this pear pressure
Case studies
frosh et al(2001), that suggests that boys who are members of these male dominated friend groups often regard schoolwork as femenine and unmanly and have a tendency to engage in hyper masculine behaviour such as talking back to teachers and being disruptive, showing an interest in school is considered weak
Bedroom cultures means that girls are more likely to talk about there work and help eachother making them more productive in a chool enviroment
Case study
hannan(2000) which shows that girls spend their leisure time and form friendships differently from boys. Whereas boys relate and form friendships with their peers by doing activities such as sports or games, girls tend to form friendships through talking.This puts girls at an advantage as most subjects require comprehensive and writing skills which are improved through interaction rather than doing sport and activities.
Class
Webber and butler,2007
reasearched 1 million pupils on class
Found the neighbourhood a pupil grew up in was a strong predictor for there achievement
material deprivation is a lack of resources and means to purchase goods and services
students who can’t afford uniform or equipment may be bullied and isolated, less likely to have a computer or educational toys, they end up going to lower achieving schools which are less well resourced, these pupils are likely to have to work part time to supplement their parents income
cultural deprivation is a lack of cultural attributes that could lead to educational success, such as certain forms of speech and conversation
parenting by W/C parents can put their children at a disadvantage as they read less to their children, they don’t value education as much as other groups, less likely to help with h/wk, attend parents evenings etc
elaborate Code used by m/c students and means that their language is similar to that used by teachers. Restricted code is used by the w/c and is a shorthand code where meanings are not fully explained
m/c students will fully understand teacher instruction in class whereas w/c students may miss some meanings. This also applies in areas such as reading exam instructions etc. M/c students will be much more confident in writing at length and developing an argument or discussion whereas w/c student will be left behind and only able to produce short, simple descriptions
Case study
Learning to labour
Author
paul willis
Neo marxist
his marxist background made him intrested in conflict between W/C students and the education system
released 1977
Research methods
used a wide variety including observartions and interviews
What was the study
Studied working class boys in the midlands. His study focused on "the lads", a anti school subculture that formed
These subcultures messed around and actively went against school for fun as they didnt see the point in school. THis was because many were destined to join there fathers in industrial factories
These students cared more about the praise of there peers than the praise of teachers , they would achieve this through truency, bad behavior racism, sexism and homophobia
Overview of study and findings
he concluded that school was not working very well as an agent of socialisation: there was no value consensus here: pupils were actively rejecting the norms and values of society. As such, they were a long way from the hard-working, docile, obedience workers suggested by Bowles & Gintis! And yet the outcome was much the same: the children of working-class parents going on to do working-class jobs. In this study they played an active role in this: they thought school was boring and pointless and was something they had to endure until they could go to work. They had a similar attitude to work, and got through it using similar techniques: "messing about" and "having a laff".
Ethical issues
using the research methods he did around children would be seen as unethecial and not be allowed today
theoretical issues
has become outdated with majority of the uk no longer being industrialised
Case study
Young gifted and Black
Author
Mairtin Mac an Ghail
in 1988
carried out two ethnographic studies in inner-city educational institutions where he worked.
Collected data by watching and “hanging out “ with participants
Pratical and ethical issues
There is little chance schools or parents would grant an adult researcher access to research their children in this way, and it would be impossible to do this covertly, because if posing covertly as a teacher or an LF, you wouldn’t naturally ‘hang out’ with students.
Pratical and theoretical problem
He originally wanted to study Irish school students but no one could help him do this, so he was advised to study African Caribbean students instead. As to the Black Sisters he never intended to study them, but they found him – because he was perceived as being on the side of the students they were happy to talk to him about their views of racism.
carried out two ethnographic studies in inner-city educational institutions where he worked. The first study looked at the relations between white teachers and two groups of male students with anti-school values
His second study looked at female students
Critisisms
Only went to one school
Could not be replicated today
Act different around a teacher
Small sample group
Case study
Just Like a girl
Author
Sue Sharpe
Femenist
Key findings
-Girls in the 1990s still expected to undertake 'women's work' (e.g. health and clerical work) despite increasing structural unemployment and available training schemes; due to this expectation girls had little incentive to achieve high educational standards.
-Career was on the bottom of the list of Girl's priorities; love and marriage were at the top.
-While few girls identified themselves as feminists, they expected husbands to be 'new men' helping them with housework and childcare.
1972, repeated study in 1994 and saw limited continuity
Used unstructued interviews