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MATERIAL DEPRIVATION: external factors MORTIMORE AND WHITTY these have…
MATERIAL DEPRIVATION:
external factors
MORTIMORE AND WHITTY
these have greatest affect on achievement
poor diet/health
Children from poor homes are more likey to have behavioural/emotional problems
RICHARD WILKINSON
reports that among ten year olds, the lower the social class, the higher the hyperactivity, anxiety, and conduct disorders which all have a negative effect on the child's education
BLANDEN AND MACHIN
children from low income families more likely to partake in 'externalising' behaviour e.g. fighting and temper tantrums, which are likely to disrupt schooling
MARILYN HOWARD
notes young people from poorer homes have lower intakes of energy, vitamins and minerals
housing
overcrowding can cause direct and indirect issues for working class students
directly
it means there is less space for studying e.g. may not be able to fit/afford a desk for their room
indirectly
it means there is less space to escape from communicable diseases causing absence and falling behind in school
for young children, development may be affected by lack of space to play as growing up- no space for exploration etc.
families living in temporary accomodations can disrupt children's learning as they are constantly disrupted, might lose stuff in the move or change school frequently, this can also cause psychological distress
financial support and costs of education
the lack of financial support for working class children means they miss out on things like equipment that are essential to schooling.
BULL
refers to this as 'the costs of free schooling'
TANNER ET AL
found that costs of items such as transport, uniforms, books, computers, calculators, sports etc place a heavy burden on poorer families
because of this, poor children may have to make do with hand-me-downs and cheap/unfashionable equipment leading to their bullying/stigmatisation
FLAHERTY
fear of stigmatisation may also help explain why 20% of FSM do not take up their entitlement
SMITH AND NOBLE
add that poverty acts as a barrier to learning in other ways, such as inability to afford private tutoring, and poorer quality schools
RIDGE
adds that because of low income, children take on jobs like babysitting and paper rounds, which takes up time for schoolwork
fear of debt
this prevents children going to uni as they fear the debt may be too much
CALLENDER AND JACKSON
note that WC students are more debt-averse, they also see more costs than benefits for going to university
crucially, they found that attitudes to debt were very relevant in choosing whether to apply for university. The more debt-aware students (WC) were
5 TIMES LESS LIKELY
to apply than debt-tolerant students (MC)
the uni fees increase in 2025 to 9535 may contribute to this and cause less wc students to apply for higher education
those WC students who do go to uni are less likely to recieve financial support from their families
according to a survey from
A National Union of Students (2010)
of 3863 students,
81%
of those from the highest social class recieved support from home, and only
43%
of those from the lowest class
fear of debt also affects university choices
DIANE REAY
found that WC students were more likely to apply to unis closer to home, to stay living at home and save on transport costs, this gave less opportunity to apply to higher status universities
in
DIANE REAY'S
same study, she found that they were also more likely to have part-time jobs taking up time to focus on uni work and gain firsts
dropout rates for universities with more working class intakes are higher
LONDON MET has a
16.6%
dropout rate, whereas OXFORD, where nearly half the students come from private schools has a dropout rate of
1.5%