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Education - Coggle Diagram

- - - - From 1944, education began to be influenced by the idea of meritocracy - that individuals should acheive their status in life through their own efforts and abilities, rather than it being ascribed at birth bu their class background
      - The 1944 Education Act brought in the tripartite system, so called because children were selected and allocated to one of their different types of secondary school, supposedly accourding to their aptitudes and abilities, which were identiifed by the 11+ exam
      - Grammar schools - offered an academic curriculum and access to non-manual jobs and higher education (mainly middle-class)
      - Secondary modern schools - offered a non-academic, 'practical' curriculum and access to manual work for pupils who failed the 11+ (mainly working-class)
      - Technical schools - existed in a few areas only
      - Instead of promoting meritocracy, the tripartite system reproduced class inequality by channeling the two social classes into two different types of school that offered unequal opportunities
      - The system also reproduced gender inequality by requiring girls to gain higher marks than boys in 11+ to obtain a grammar school place
      - The tripartite system also legitimated inequality through ideology that ability is inborn - It was thus argued that ability could be measured early on in life (However, in reality children's environment greatly affects their chances of success)
- - - - Language is an essential part of the process of education and the way in which parents communicate with their children affects their cognitive development and their ability to benefit from the process of schooling
      - Hubbs-Tait et al (2002) - Parents use language that challenges their children to evaluate their own understanding or abilities, cognitive development improves
      - Feinstein (2008) - educated parents are more likely to use this language
      - Bereiter and Engelmann (1966) - Language in lower-class homes is deficient, decribing them as communicating with gesture, single words and phrases
        
        As a result, their children fail to develop necessary language skills - they grow up incapable of abstract thinking and unable to use language to explain, describe, enquire or compare
      - Speech Codes
        
        Basil Bernstein (1975) - identified differences between working-class and middle-class language that influences acheivement
        
        Restricted code is a speech code typically used by the working class - it has limited vocabulary and is based on the use of short, often unfinished, grammatically simple sentences
        
        Elaborated Code is typically used by the middle class - it has wider vocabulary and is based on longer, grammatically more complex sentences
        
        These differences put middle-class pupils as textbooks, teachers and exams use elaborated code
        
        In Bernstein's view, it is the 'correct' way to speak and write, and it also is more effective for analysing and reasoning
        
        Elaborated code is socialised in middle class, giving educational advantage at age
    - - Feinstein (2008) - Parents' own education is the most important factor affecting children's achievement and, since middle-class parents tend to be better educated, they can give their children an advantage by how they socialise them
      - Douglas (1964) - Working-class parents placed less value on education - they gave their children less encouragement and took less interest in their education, visited schools less and were less likely to discuss their children's progress and so their children had less motivation and a lower achievement
      - Parenting Style
        
        Educated parents' parenting style emphasises consistent discipline and high expectations of their children, and this supports achievement by encouraging active learning and exploration
        
        By contrast, less educated parents' parenting style is marked by harsh or incosistent discipline that emphasises 'doing as your told' and behaving yourself
        
        This prevents the child from learning independence and self-control, leading to poorer motivation at school and problems interacting with teachers
      - Use of Income
        
        Better educated parents not only tend to have higher incomes - They spend their income in ways that promote their children's educational success
        
        Bernstein and Young (1967) - Middle class mothers are more likely to buy educational toys, books and activities that encourage reasoning skills and stimulate intellectual development
        
        Working-class homes are more likely to lack these resources, and this means children from such homes start school without the intellectual skills needed to progress
        
        Educated parents also have a better understanding of nutrition and its importance in child development and a higher income with which to buy more nutritious food