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Social Class and Education. (Interactionism) Explaining class differences …
Social Class and Education. (Interactionism) Explaining class differences - External
Cultural deprivation - blaming educational failure on on the working class child, their family, etc
Bernstein
Class differences with the use of language: 'elaborated code' vs 'restricted code'. Argues that education is conducted in an 'elaborate code' therefore working class students struggle (they are inferior linguistically)
Sugarman
Sugarman studied 540 fourth year boys in a London secondary school, using questionnaires. He argued that the working class and middle class fare differently in education due to their attitude which is linked to the nature of their parents occupation. Working class take after their parents getting 'immediate gratification' (get a job quickly, get money, get freedom and status)
Douglas
Longitudinal study on 5000 children born in 1946. A follow up occurred on 4000 in 1962 to monitor their children's progress. Working class parents placed less value on education. Consequently their children were less ambitious
Cultural capital
Bourdieu
Schools transfer social and cultural inequalities from one generation to the next. The culture of the middle class student matches that of the dominant ruling class culture of education. The ruling class decide what is taught and therefore have an educational advantage which leads to a financial advantage. Middle class families can pay for extra tuition and to send their kids to private schools. He found that working class students don't think of places like 'Oxbridge' as being 'places for us'. Such thinking becomes part of their identity and leads working-class students to exclude themselves from elite universities
Gewirtz (marketisation/how policy impacts achievement)
Studied 14 London schools with interviews with parents and teachers and documents. She identified 3 main types of parents following the introduction of marketisation:
Privileged skilled choosers (MC, lots of economic and cultural capital)
Disconnected-local choosers (WC, restricted by lack of economic and cultural capital and less confident when dealing with schools)
Semi-skilled choosers (mainly WC but ambitious for their children, lack cultural capital so often confused by the system and became frustrated at their inability to get them into their preferred school)
Material deprivation
Howard 2001
Found that a poor diet in the working classes led to underachievement as students experienced higher levels of illness and therefore absence from school and are more likely to be placed on the child protection register
Reay 2005
Found that working class students were more likely to apply to local universities so they could live at home and save on travel costs. Also more likely to work part-time to fund their studies making it more difficult for them to gain a higher-class degree
Going to university involves getting into debt to cover all expenses which may deter the working class
Possible solution to cultural deprivation
Compensatory education - programmes to provide extra resources to schools and communities in deprived areas. They would intervene early in the socialisation process to make up for the deprivation caused at home