Social class and achievement
External factors (outside schools)
Material deprivation
Diet and health
Howard- low energy, vitamins and minerals means low concentration and more a sense due to illness
Wilkinson- Low social class, high hyperactivity
Housing
Overcrowding-no room for studying or educational activities as a child
Temporary housing- moving school often- disrupted learning, take school less seriously as already behind (anti-school subculture)
Damp conditions- illness leading to absenses
Lack of resourses
Bull- cost of education (equipment, educational opportunities)
Flaherty- fear of stigmatisation- 20% do not take eligible free school meals
Cost of private schooling and tutors
Fear of debt
Callander and Jackson- ‘debt adverse’
Cultural deprivation
Language
Bernstein- speech codes
Critics- labels WC as inadequate
Parent education
Attitudes- Douglas found that WC parents have less ambition
Style- Feinstein- harsh, inconsistent parenting leads to lack of independence and self-control
Education- MC awareness
Use of income- Feinstein- educations toys, books and activites
WC subcultures
Sugar an- fatalism, collectivism, immetiadate gratification,present time orientation- internalised through socialisation and originates from lack of security
Compensatory education
Tackle problem of CD (sure start, head start
Myth?
Not culturally deprived, dulturally different (victim blaming)
Cultural capital
Bordieu- MC possess cultural, economic and educational capital
Cultural- knowledge, values, attitudes and tastes of the MC that allow them to grasp, analyse and express abstract ideas
Educational
MC pupils better equipped
Economic
Private schools, catchment areas (selection by mortgage)
Internal factors (inside schools)
Self-fulfilling prophecy
A prediction that comes true by virtue of being made
Rosenthal and Jacobson- spurters
Streaming
Separation into groups according to ability
Becker
WC pupils face low teacher expectations and so are placed in low streams which are difficult to leave once in
MC pupils benefit as viewed as ‘ideal pupil’
Gilbourn and Youdell
A-C economy
Publishing of league tables means schools need good league table position to attract pupils
Educational triage
-those who will pass anyway, C/D pupils who are targeted, hopeless cases
Links to marketisation policies
Labelling
Label pupils based on stereotypes assumptions of class background
Becker
Found through interviews that teachers judged pupils based on how closely they fit the image of the ‘ideal pupil’ (MC closest)
Dunne and Gazeley- teachers label Wc parents as uninterested
Pupil identities and the school
Bordieu habitus
Way of thinking,being and acting shared by a social class in response to position
MC have power to define their habitus as superior
Symbolic capital- reognition and worth from school due to habitus, symbolic violence-withholding of cultural capital and labelling as inferior
Archer- WC pupils felt they had to change to be educationally successful
Nike identites
Symbolic violence leads to finding self-worth and status in consumer brands (conflicts with schools habitus)
Form of rejection of school (unrealistic, undesirable)- self-elimination eg Bordieu oxbridge
Pupil subcultures
Lacey- differentiation (categorising based on ability) and polarisation (response by retreating to opposing ‘poles’)
Hargreaves- triple failure in ASSC (failed 11+, placed in low stream, labelled as worthless)
Ball- when streaming removes, influence of subculture removes
Woods pupil responses- ingratiation, ritualism, retreatism, rebellion