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class + education - Coggle Diagram
class + education
internal
becker
ideal pupil
students labelled based on appearance
e.g m/c having neater uniforms
determines teacher treatment/attention
pupils adopt master status
labelling is a social construction
cooley's
idea of the concept of self
interviewed 60 teachers from chicago high
often classified students in the standard of the ideal pupil
m/c mostly labelled as ideal
rist
labelling
research observing a teacher
teacher used info about child's home/background/appearance
fast learners labelled 'tigers'
mostly well kept m/c
more teacher attention
allowed to work individually
other groups labelled 'cardinals + 'clowns'
less teacher attention
had to share ideas in groups
ball
banding
studied beachisde comprehensive school
pupils whose father was in a non manual job
higher band
lower band
misbehaved
less likely to succeed
less content to learn
labelled as lazy
deterioration of behaviour due to steretype
bartlett
marketisation
schools becoming like businesses
disadvantaged w/c
don't present themselves well
david's
idea of parentocracy
power/choice in hands of consumers
schools work to appease parents
willis
anti school subcultures
lad culture
ladette culture
immediate gratification
reject education system
gillborn + youdell
educational triage
A*-C economy
categorise these pupils as 'passing anyway'
those who have potential vs. hopeless cases
borderline B-C
the triage
expected to pass w/ little difficulty
'hopeless cases'
no chance of passing
borderline cases
potential to achieve
teachers use notions of ability to determine this
archer
identity and education
w/c believe identity/appearance contribute to academic success
w/c seek out methods of self worth
reject education
doesn't conform to their constructed identity
invest into style
nike identity
lacey
internal causes = school subcultures
pupils sorted into two polarised groups
differentiated by the teacher
fixed ability groups
high achieving
supportive of school's norms
pro-school subcultures
m/c
low achieving
rebel against norms
w/c anti school subcultures
external
cultural
sugarman
w/c subculture
they are socialised into these views
believes that simply attending is the 'right attitude'
4 types of w/c subculture
immediate gratification
'live for today' mentality
no need for higher education
no long-term career plan
fatalism
nothing they can do to change status
collectivism
value being part of a group rather than succeeding individual
present time orientation
prioritising immediate over future goals
m/c boys
deferred gratification
higher education for the long term benefits/rewards
bourdieu
cultural capital
m/c values intergrated into education
values/tastes/language/knowledge/abilities etc
economic capital
wealthy parents have the ability to give their kids cultural capitlal
e.g school trips
the habitus
dominant N/V reflected in m/c culture
allows m/c students to easily adapt to education
can be turned into educational capital
success in education
douglas
parental attitudes
w/c parents see low value in education
less likely to discuss progress
dont show up to parents evenings
impacts child's role models
kids are now less ambitious/encouraged/interested
bernstein
language use
w/c use restricted language codes
their language is context bound (assume they're understood)
limited vocab
simple speech
connection between class inequality+education
m/c use elaborate language codes
wider vocab
varied speech
communicate abstract ideas
context free speech (doesnt assume others understand)
have the ability to explain concepts
if primary soc fails to develop lang skills
impacts attainment/achievement of child
boudon
cost of persistence
cost of w/c who stay in education
financial and social costs
student debt
new circles
losing w/c friends
w/c have social pressure to immediately gratify
need immediate finances to sustain higher education
impacts grades achieved
ball
new class inequalities
educational inequalities stem from parents' abilities to invest in it
wealthy families can afford additional resources
e.g tutors
higher student achievement
commodification of education
wealthy parents buy educational success
gerwitz
marketisation of education
impact of policy + parental involvement
there are types of school choosers
privledged school choosers
m/c
economic capital
cultural capital
knowledge of system
semi-skilled
low m/c-w/c
ambitious for child
frustrated
want their child in the best school
lack of cultural capital
confused by the system
disconnected local choosers
w/c
restricted
lack of cultural capital
lack of economic capitlal
unable to attain educational capital
keddie
cultural factors are victim blaming
material
howard
diet + health
youths from poor families have low intakes of vitamins/nutrients/minerals
poor nutrition weakens immune system
more absence from school
more likely to be put on child protection
impacts achievement
mould in homes = breathing problems
wilkinson
lower the social class, higher rate of hyperactivity or conduct disorders
blanden + machin
youths from low income families more likely to engage in externalising behaviours
e.g temper tantrums
smith + nobel
housing + catchment area
poverty/home circumstances
barriers to learning
poor catchment areas
poor housing
damp
lack of space
more social issues
reliance on limited funding
poor role models
marketisation
better schools in affluent areas
reay
cost of education
w/c more likely to go to local unis
avoid travel costs
live at home
may not be the best provider for their course
likely to get a part time job
hard to gain a high class degree
hard to focus on studies
douglas
overcrowded housing can be detrimental
lack of study space