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SOCIAL CLASS + EDUCATION external and internal factors - Coggle Diagram
SOCIAL CLASS + EDUCATION
external and internal factors
EXPLAINING CLASS DIFFERENCES
barely a third of pupils on FSM get 5 A*-C
MC children get better GCSE's, stay in education longer and go to university
7% of the population go to private school but they account for 50% of pupils at Oxford and Cambridge
90% of failing school are in deprived areas
exclusion and truancy rates are higher for WC
EXTERNAL FACTORS:
CULTURAL DEPRIVATION
cultural equipment
: values, attitudes, skills, language and reasoning skills
WC parents fail to socialise their children to mainstream norms and values
SPEECH CODES; BERNSTEIN
restricted code
: spoken by the WC
uses disjointed sentences, limited vocabulary, short and unfinished simple sentences
speech is predictable and uses single words or gestures
context bound: the speaker assumes the listener has the same experinces
elaborate code:
spoken by MC
wide vocal, long and grammatically complex sentences
speech is varied and communicates abstract ideas
context free
school, teachers and textbooks speak the elaborate code -> MC feel at home in school
PARENTS EDUCATION
Douglas
WC parents place less value on education
they have less ambition, encouragement and take less interest in education
Feinstein
MC parents encourage active learning and exploration
WC parenting style is more disciplinarian and focused on 'doing as your told' which limits self-control and independence
MC parents read to their children and take them on educational visits
MC parents buy educational toys, books and activities
WC SUBCULTURE
Sugarman
WC culture acts as a barrier to success in education
FATALISM - belief in fate
COLLECTIVISM - value being part of a group
IMMEDIATE GRATIFICATION - seek pleasure now not later
PRESENT- TIME ORIENTATION - not having long term goals
CRITICISMS
myth of cultural deprivation
- KEDDIE claims we are blaming the victims
the child's language is not the problem, it is the teachers attitude towards it
MATERIAL DEPRIVATION
HOUSING
poor housing has direct and indircet effects
overcrowding: hard to study, nowhere to do homework and disturbed sleep
lack of space to play and explore
families in temporary accommodation may change schools often
health and welfare: greater risk of accidence, poor health from cold and damp
DIET AND HEALTH
Howard
WC have lower intakes of vitamins, energy and minerals -> lower immune system -> time off school
more likely to have hyperactivity disorder
THE COST OF FREE SCHOOLING
Bull
lack of equipment e.g. books, uniform, computer, calculator, sports, music + art equipment
as a result they may get given hand me downs -> bullying
WC may need to work
FEAR OF DEBT
30% of uni students are WC
WC see debt negatively and as something to be avoided
go to local low status unis
WC drop out
CULTURAL CAPITAL
Bourdieu
CC = MC children are more likely to grasop abstract ideas, be intellectually interested and see the value in school
Educational and economic capital
= send children to private schools, houses in the catchment area
INTERNAL FACTORS:
LABELLING
the process of attaching meaning of definition to someone
teacher label based on background rather than ability
Becker
found that teachers have an 'ideal pupil'
based on pupil's work, conduct and appearance = MC pupils
teachers 'normalise' the ubnderachievement of the WC
they label parents as uninterested in their children's education d
MC pupils get extension work and entered for higher exam s
Hemple-Jorgensen
the ideal pupil varies based on the school
in Aspen a WC school with behaviour problems, the ideal pupil was quiet and pasisve
in Rowan a MC school with good behaviour, the ideal pupil was academic
Rist
TIGERS at the front of the class - MC
CLOWNS at the back with less attention - WC
SELF FULFILLING PROPHECY
internalise a prediction made
about you so it comes true
Rosenthal and jacobsen
new test to identify
spurters
- actually an IQ test but teachers and pupils didn't know
random 20% as 'sputters' - 1 year later 47% had made progress
STREAMING
separating children based on ability
once streamed it is difficult to move up
THE A-C ECONOMY -
Gilbourn and youdell
streaming is linked to exam results - good league table position = more funding
schools focus time and energy on pupils with the potential to get a C grade
Educational triage
there are limited teachers and resources so pupils are sorted into 3 groups :
those who will pass anyway - can ignore
hopeless cases who will fail - can ignore
those with potential - with extra help they can get a C
PUPIL SUBCULTURES
emerge because of differentiation and polarization
differentiation
= teachers categorising pupils based on perceived ability - streaming and extension tasks
polarisation
= pupils respond to streaming by creating separate 'poles'
pro school subculture
= MC pupils who are committed to the school's norms and values - status through academic success
anti school subculture
= WC pupils in low streams with low self esteem and self worth
they seek status in different ways - turn schools norms and values upside down - by does this they secure educational failure
ABOLISHING STREAMING -
Ball
beachside comprehensive - the school abolished steaming and polarisation disappeared
differentiation continued from teachers
PUPIL'S CLASS IDENTITIES AND THE SCHOOL
ARCHER
HABITUS: the leant, taken for granted ays of thinking, being or acting that are shared by a social class - a groups habits is a response to class culture
SYMBLOLIC CAPITALS AND VIOLENCE:
MC pupils gain symbolic capital from the school
schools devalue WC habits - withholding symbolic capital from WC pupils = symbolic violence, kept WC in their place
for WC to get symbolic capital they have to 'lose themselves' and change how they speak and their appearance
NIKE IDENTITIES
WC seek to find alternative ways of granting status through dress code
girls adopt hyper-heterosexual feminine identities
the dress code conflicts with the school = Nike Identities are seen as tasteless
their habits leads them to reject higher education and view it as undesirable