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CLASS ACHIEVEMENT - Coggle Diagram
CLASS ACHIEVEMENT
INTERNAL
SFP
When students take on the label that is attributed to them by the teacher. can either be negative or positive.
Impact on achievement:
Negative labels usually placed on w/c students can lead to students forming anti school subcultures and underachieve at school.
Positve labels usually applied to m/c students due to ideal pupil characteristics can lead to a pro school subculture and help students to achieve at school.
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SUBCULTURES
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Impact on achievement:
w/c are more likely to be part of an anti-school subculture where by status is not achieved through achievement but through disruptive behaviour and unlikely to achieve at school.
Anti school: lower sets, rejection of school values, truanting, disruption.
Pro school: committed to values, gain approval/status through succes.
LABELLING
Teachers often attach a label to a pupil that has little to do with actual ability but more on their opinion of how close they fit to an ideal pupil.
Impact on achievement: SFP
FULLER: Rejection of label (study on black girls in London comprehensive schools)
EV: Deterministic
Focuses on the negative effects.
Label theory attributes too much importance on teacher agency
Schools themselves encourage theachers to label students.
Teacher training
SETTING/STREAMING
Impact on achievement:
w/c students are usually placed in lower sets which can lead to lower self esteem and therefore underachieve.
Being placed in lower sets can also limit students achievement by not allowing them access to opportunities to acheive
Setting: placement of students by ability classes within individual subjects.
Streaming: placement of students into ability groups going across all subjects.
EV: Setting and streaming allow for higher ability students to be stretched and the lower ability students to be supported which can lead to higher achievement
PUPIL'S CLASS IDENTITY
Impact on achievement:
m/c have power to set the habitus of the school giving them an advantage.
w/c habitus is devalued and the students delt that they had to change who they are in order to be successful.
w/c habitus sees higher education as undersireable and unrelaistic.
Habitus: learned or taken for granted ways of thinking, being or acting that are shared by a social class
EV: Postmodernists argue that class doesn't have much of an impact on students identity anymore due to the pick and mix culture
EXTERNAL
CULTURAL DEPRIVATION
Language:
Hubbs-Tait: parents who challenge their children to evaluate their thinking are more likely to have higher congitive ability.
Feinstein: This is more likely to happen in families where the parents are educated and therefore m/c
Bernstein: W/c and m/c have different speech codes. W/c use restricted and m/c use elaborated. Puts m/c students at an advantage at school due to textbooks and teachers speaking in an elaborated code.
Parents education:
Douglas: argues that parental attitudes to education and their own levels of it often have a big impact on achievement. w/c parents place less value on education and are less likely to push their children academically.
M/c parents socialize their children differently, in terms of parenting style where m/c parents are ore consistent in terms of discipline and behaviour.
w/c subculture:
Sugarman: w/c have a different culture to m/c which is a barrier to education achievement. 4 elements of subculture: Fatalism, collectivism, immediate gratification and present time orientation. leads to under achievement. Also links this to the security of m/c jobs which have room for progression and encourages ambition and long term planning which is then socialised into children
MATERIAL DEPRIVATION
Housing and health: have both a direct and indirect affect on achievement. Overcrowding can have a direct effect in terms of lack of space for study, disturbed sleep and lack of developmental play. it can also have an indirect effect in terms of health and welfare.
Howard: poorer families have poorer diets and nutrition which leads to lack of energy and higher absence rates.
Wilkinson: higher rates of hyperactivity and ADHD amongst 10 year old who are from lower income backgrounds which can lead to issues with education.
Refers to poverty and lack of material necessities which aid educational achievement. lack of these is closely linked with social class as it is more likely that the w/c are going to have a low household income and inadequate housing which can lead to low achievement.
Cost of education:
Tanner: cost of transport, book, computer, uniform and equipment can place a heavy burden on w/c families.
Flaherty: suggests that there is a stigma attatched to those on Free school meals which prevents to some from taking up entitlements
Smith and Nobel: suggests that w/c pupils are at a disadvantage as they cannot afford private tuition or schools.
Bourdieu and Capital
Types of capital: three interlinked types of capital which combine both material and cultural factors to explain why m/c students do better than w/c students.
Cultural capital: referring to the knowledge and attitudes, values, language and abilities of m/c
Economic capital: Referring to money and househol income.
Educational capital.
Argues that these three types of capital could be converted from one to another and were inexorable linked. economic capital could be used to provide cultural experiences which leads to academic achievement and educational capital. economic capital can be used for private schooling and tutors to increase attainment
SULLIVAN: Study to assess students cultural capital. Used questionnaires and got 465 pupils across 4 schools to complete them. Found that those students who showed greater cultural capital were children of graduates and more likely to succeed in school, however cultural capital was only part of the reason for differences in achievement by social class, access to resources and greater aspirations also have a big impact