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Class Diffrences - Coggle Diagram

- - - - A more negative adaptation that Woods identified is ‘rebellion’, whereby students openly reject the goals of the school and the means as to how to achieve these and this culminates in an anti-school culture.
        
        Woods generalised that pupil adaptations could be linked to class in that working class pupils were more likely to adopt negative non-conformist adaptations whereas middle class pupils were more likely to be positive and more conformist.
- - - - Whilst Halsey acknowledged cultural factors can act as a barrier to educational success, he emphasised the importance of material factors.
      - He argued that lack of economic resources was the most important factor in determining whether a child would stay on in post-compulsory education or not.
      - He argued that to reduce class inequalities in education, children from low income families should be given financial support such as grants to encourage students to stay on at schools/college.
  - - - Douglas argued that there was a significant link between poor housing conditions (such as over crowding) and lower educational attainment.
        
        He found that children of manual workers were more likely to live in unsatisfactory housing and that they tended to perform worse in school tests measuring mental ability.
        
        Children who's parents had non-manual jobs or came from a middle- class background were more likely to live in better housing and tended to perform better in the school tests at age 8 and 11
    - - Douglas (1964) argued that parental interest was the most important factor in shaping a child’s level of educational success.
        
        Whilst he did identify other factors that could influence an individuals academic achievement such as family size, health and the quality of the school attended, he found that the level of parental support was the crucial factor.
    - - As such, he argued that middle-class parents were more likely to provide support to their children in some of the following ways: provide help with school work; visit schools more regularly to check on progress; encourage their children to stay on in post-compulsory education.
        
        Douglas also emphasised the importance of primary socialisation and suggested that middle-class families were more likely to provide support to their children at an earlier age compared to working class families.