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DIFFERENCES IN EDUCATIONAL ACHIEVEMENT OFF SOCIAL GROUPS - SOCIAL CLASS -…
DIFFERENCES IN EDUCATIONAL ACHIEVEMENT OFF SOCIAL GROUPS - SOCIAL CLASS - CULTURAL DEPRIVATION
Key Ideas
There have been great improvements in the educational level of the nation as a whole since state education began in 1870 - but social class differences still continue
M/C = non manual occupations e.g. doctors/teachers
W/C = manual occupations e.g. skilled workers such as plumbers
External Factors
These are factors outside the education system, such as the influence of home + family background + wider society
Cultural Deprivation
When individuals are culturally deprived it often means they have faced inadequate socialisation
They argue that the norms and values of many working class families are not those that lead to getting the best out of the education system
Leads to proposing compensatory educational policies
It is argued that through primary socialisation we acquire the basic 'cultural equipment' - e.g. language, self-discipline + reasoning skills
Centre for Longitudinal Studies (2007) - Cultural Deprivation
Found that bay the age of 3, children from disadvantaged backgrounds are already up to 1 year behind those from more privileged homes + the gape widens with age
Language - Speech Codes - Bernstein identified 2 types of speech code
Speech codes:
The w/c use restricted code
- limited vocab, use of short/unfinished/grammatically incorrect simple sentences + it is context bound meaning that the speaker assumes that the listener shares the same set of experiences
Speech is predictable + often involves a single word/gestures
The m/c use elaborated code
Wider vocab + based on longer, grammatically more complex sentences
Speech is more varied + communicates abstract ideas
Speaker does not assume that the listener shares the same experiences
M/C = have an advantage at school which puts the W/C at a disadvantage because
elaborated code is used by teachers + textbooks + exams
Elaborated code is deemed as the
'correct way to speak + write'
Bernstein = Elaborated code is also a more effective tool for analysing + reasoning + for expressing thoughts clearly/effectively which are essential skills within education
Parents' Education - Feinstein (2008)
Feinstein
reached a similar conclusion to
Douglas
Feinstein
argues that parents' own education is the most important factor affecting children's achievement, since m/c parents tend to be better educated + their children gain an advantage through the way they have been socialised
Parenting Style:
Educated parents' parenting style emphasises consistent discipline,high expectations, active learning + exploration
Less educated parents inconsistent discipline means children have poorer motivation + problems interacting with each other
Parents' Educational Behvaiour:
Educated parents are more aware of what helps children progress e.g. they form good relationships with teachers + see the value of educational visits + value educational activities e.g. the museum /libraries
Use of Income:
Bernstein+ Young
- M/C + educated parents spend their income to promote children's development - e.g. on educational toys
Educated parents also have better understanding of nutrition + use their income to buy better quality/more nutritious food
Working Class Subculture
Immediate Gratification:
Seeking pleasure now rather than making sacrifices in order to get rewards in the future
M/C values emphasise deferred gratification, making sacrifices now for greater rewards later
Fatalism:
A belief in fate - that 'whatever will be, will be' + there is nothing you can do to change your status
This contrasts with m/c values, which emphasise that you can change your position through tour own efforts
Collectivism:
Valuing being part of a group more than succeeding as an individual
This contrasts with the m/c view that an individual should not be held back by group loyalties
Present-time orientation:
Seeing the present as more important than the future + so not having long-term goals
Douglas (1964) - Parent Education
Found that w/c parents placed less value on education + as a result they were less ambitious for their children, gave them less encouragement + took less interest in their education
Sugarman - Identifies 4 key features that act as a barrier to educational achievement