CLASS DIFFERENCES IN ACHIEVEMENT
EXTERNAL FACTORS
CULTURAL DEPRIVATION
Language
Attitudes + Values
INTELLECUTUAL DEVELOPMENT
MATERNAL DEPRIVATION
CULTURAL CAPITAL
INTERNAL FACTORS
Longtitudinal studies found by age of 3 from disadvantaged homes are year behind than those in privileged
Bernstein
Elaborated code
Restricted code
Refers to thinking and reasoning skills that help in stimulating intelligence
BERNSTEIN + YOUNG
MC mothers tend to buy toys that enocurages stimulation
Douglas
WC are less likely to buy books and educational toys or spend time in helping with school work
Leads to them being falling behind in school because of the lack of the development
Limited vocab, grammatically simple
Wider vocab, complex sentences
Used more by teachers and is rewarded
MC have been brought up with this code and ‘feel at home’
Engelmann et al language used in LC homes are deficient people go to school unable to explain unable to take advantage of opportunities school offers
-EVAL
Critics argue its not just the home that influences achievement
Technology
Friend groups
Bernstein recognises this its the schools failure of teaching the elaborated
Douglas
Compensatory education
policy put in place to tackle cultural deprivation
parents attitude key factor in achievement
WC placed less value on education less ambitious and lack interest visited less to school P.E about achievement progress
Sugarman
Children's achievement of the WC reflects the WC subculture values
4 key features:
Fatalism
Collectivism
Present-time orientation
Immediate gratification
MC prioritise Future time orientation that sees planning the future as important
WC will internalise these beliefs + values of subculture through socialisation and results in underachieving
Operation Head start
Improving parent skills providing fee nursery places and educational psychologists
Sure start
Children centre allocated to disadvantaged areas helping in family support
, health, parental employment
Keddie myth to CD
victim blaming- dismiss cultural background is to blame to failure
William et al not deficiency of language but the speech hierarchy teachers place
Should recognise school prejudices against the WC
Black stone et al
WC parents go to fewer P.E not because lack of interest but because they work longer
parent school contact is less effective for WC
Robinson poverty linked to underachievement
Poor housing
Overcrowding = no where to study, disturbed sleep
These minor factors can cause WC children to fall behind in school
Diet + health
Great risk of accidents and respiratory illnesses +psychological distress
More absences from school which will affect progress/ fall behind
🚩Howard 🚩 WC= Lower intake of energy, vitamins
Junk food/ unhealthy food tends to run cheaper
🚩Nilkinson 🚩 WC more likely to have behavioural problems which impact education
Financial support
🚩Bull 🚩 referred "cost of free schooling"
MC more likely to buy healthier food
WC less likely to buy expensive healthier options
cost of items such as transport, uniform, calculators is a heavy burden on WC
Only 20% of those eligible take up FSM
WC fear of being ridiculed/ bullied
Tanner study
WC fear of debt which discourages post 16 education
Bourdieu cultural + material factors are interrelated
-Economic 💸
-Cultural 🌍
-Educational ✏
cultural capital= knowledge attitudes and values
e.g MC able to move to catchment area
thorough socialisation
MC more likely to develop intellectual interest and understanding in education requires for success
MC culture type of capital
like wealth gives an advantage to those who possess it
WC culture is devalued and inferior at school- their lack cultural capital leads to exam failure
LABELLING
Becker
Teachers judged according how close students fitted to 'ideal pupil'
MC backgrounds resembles the closets to the ideal pupil
Clean, presentable, hardworking, ambitious
values align with education
Rist
Teachers used information such as background+ appearance to group children
Kindergarden labelled at an early age
Study
Study
Clowns= WC lower level books read as a group than individual
Tigers more MC sat closer to teachers neat and clean
STREAMING
putting pupils into groups based on their ability, which they stay in across all their subjects
should be giving everyone same opportunity to flourish and give student all support
Not fairly done many of these sets lack quality
MC more likely to be higher in the stream cause of 'ideal pupil'
WC not meeting this ideal pupil are labelled with low stream
Difficult to move higher stream and locked to low expectations by teachers
Self-fulfilling prophecy
Educational Triage
Youdell and Gillborn
schools categorise pupils into 3 types
hopeless case potential
pass anyway
Teacher use this which is very stereotypical view of WC as lack of ability
PUPIL SUBCULTURE
labelling from teachers can cause the effects on pupil (INTERALISE)
Jacobsen and Rosenthal
simple IQ test not know to teachers
Random was chosen as spurters
MC tend to receive + SFP
Teachers behaviours were recorded
WC 'get the message' that teachers have written them off
Lacey
Differentiation Polarisation
Anti-school Pro-school
MC placed high streams, remain value of school
WC placed low streams, 👎🏽 esteem failure pushes to find alternative status
ABOLISHING STREAMING
FOR
AGAINST
DETERMINISTIC not everyone accepts their judgement and tries to overcome this
Give everyone a fair chance
Education progress can be more difficult to achieve
concept will force all student and teacher out their comfort zone
Be different ablilites in every group
CLASS IDENTITIES
Habitus
ways of thinking being and acting shared by particular social class
MC habitus considered more superior comapered WC as it is imposes on education system
pupils who are socialised with the MC habitus gain symbolic capital (status)
School devalues WC habitus and are deemed worthless = symbolic violence
Bourdieu
Nike identities
symbolic violence has lead to them find alternatives to find symbolic capital within their sub-culture
WC experience school as alien or unatural
Wearing brands for the approval of peer groups and safety of bullying
led to conflict with dress code reflecting MC habitus