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CLASS DIFFERENCES IN ACHIEVEMENT, cultural capital= knowledge attitudes…

- - - - Bernstein
        
        Elaborated code
        
        Wider vocab, complex sentences
        
        Used more by teachers and is rewarded
        
        William et al not deficiency of language but the speech hierarchy teachers place
        
        MC have been brought up with this code and ‘feel at home’
        
        Restricted code
        
        Limited vocab, grammatically simple
        
        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
    - - Douglas
        
        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
        
        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
      - 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
    - - 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
    - - policy put in place to tackle cultural deprivation
      - 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
  - - - Overcrowding = no where to study, disturbed sleep
        
        These minor factors can cause WC children to fall behind in school
        
        Great risk of accidents and respiratory illnesses +psychological distress
        
        More absences from school which will affect progress/ fall behind
    - - :red_flag:Howard :red_flag: WC= Lower intake of energy, vitamins
        
        Junk food/ unhealthy food tends to run cheaper
        
        WC less likely to buy expensive healthier options
        
        MC more likely to buy healthier food
      - :red_flag:Nilkinson :red_flag: WC more likely to have behavioural problems which impact education
    - - :red_flag:Bull :red_flag: referred "cost of free schooling"
        
        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
      - WC fear of debt which discourages post 16 education
  - - - -Economic :money_with_wings:
        -Cultural :earth_africa:
        -Educational :pencil2:
        
        e.g MC able to move to catchment area
- - - - Teachers judged according how close students fitted to 'ideal pupil'
        
        MC backgrounds resembles the closets to the ideal pupil
        
        values align with education
        
        Clean, presentable, hardworking, ambitious
    - - Teachers used information such as background+ appearance to group children
        
        Clowns= WC lower level books read as a group than individual
        
        Tigers more MC sat closer to teachers neat and clean
      - Kindergarden labelled at an early age
  - - - 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
  - - - simple IQ test not know to teachers
        
        Random was chosen as spurters
        
        Teachers behaviours were recorded
    - - DETERMINISTIC not everyone accepts their judgement and tries to overcome this
  - - - Differentiation Polarisation
        
        Anti-school Pro-school
        
        MC placed high streams, remain value of school
        
        WC placed low streams, :-1::skin-tone-4: esteem failure pushes to find alternative status
  - - - 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
        
        WC experience school as alien or unatural
    - - symbolic violence has lead to them find alternatives to find symbolic capital within their sub-culture
        
        Wearing brands for the approval of peer groups and safety of bullying
        
        led to conflict with dress code reflecting MC habitus